School of Medicine Catalog

Containing general informationand courses of studyfor the 2014/2015 sessioncorrected to August 2014Nashville

Vanderbilt University 2014/2015

School of MedicineCatalog

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The university reserves the right, through its established procedures, to modify the requirements for admission and graduation and to change other rules, regulations, and provisions, including those stated in this catalog and other publications, and to refuse admission to any student, or to require the with-drawal of a student if it is determined to be in the interest of the student or the university. All students, full- or part-time, who are enrolled in Vanderbilt courses are subject to the same policies.

Policies concerning noncurricular matters and concerning withdrawal for medical or emotional reasons can be found in the Student Handbook, which is on the Vanderbilt website at vanderbilt.edu/student_handbook.

NONDISCRIMINATION STATEMENTIn compliance with federal law, including the provisions of Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendment of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA) of 1990, the ADA Amendments Act of 2008, Executive Order 11246, the Uniformed Services Employment and Reemployment Rights Act, as amended, and the Genetic Information Nondiscrimination Act of 2008, Vanderbilt University does not discriminate against individuals on the basis of their race, sex, religion, color, national or ethnic origin, age, disability, military service, or genetic information in its administration of educational policies, programs, or activities; admissions policies; scholarship and loan programs; athletic or other university-administered programs; or employment. In addition, the university does not discriminate against individuals on the basis of their sexual orientation, gender identity, or gender expression consistent with the university’s nondiscrimination policy. Inquiries or complaints should be directed to the Equal Opportunity, Affirmative Action, and Disability Services Department, Baker Building, PMB 401809, Nashville, TN 37240-1809. Tele-phone (615) 322-4705 (V/TDD); Fax (615) 343-4969.

This publication is recyclable. Please recycle it.

The text of this catalog is printed on recycled paper with ink made from renewable resources.

Produced by Vanderbilt University Creative Services

Copyright © 2014 Vanderbilt University

Printed in the United States of America

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Contents

Calendar 4

Administration 5

Medical Center Overview 13

Life at Vanderbilt 18

Medical Education at Vanderbilt 25

Admission 33

Academic Program and Policies 40

Honors and Awards 58

Financial Information 60

Courses of Study 68

Faculty 109

Index 184

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School of Medicine Calendar 2014/2015

FALL SEMESTER 2014

Classes begin for 3rd-year M.D. students / Monday 10 MarchClasses begin for 4th-year M.D. students / Monday 12 MayClasses continue for 2nd-year M.D. students / Tuesday 1 JulyOrientation/Registration for 1st-year M.D. students / Wednesday 16 July–Friday 18 JulyClasses begin for 1st-year M.D. students / Monday 21 JulyFall semester begins for medical master’s and other doctoral programs / Wednesday 20 AugustLabor Day—No M.D. class or clinical activities / Monday 1 SeptemberFall break for medical master’s and other doctoral programs / Thursday 16 October to Sunday 19 OctoberFall break for 1st-year medical students / Saturday 18 October to Tuesday 21 OctoberThanksgiving holiday for medical master’s and other doctoral programs / Saturday 22 November to Sunday 30 NovemberThanksgiving holiday for all M.D. students / Thursday 27 November to Sunday 30 NovemberFall semester ends for all medical master’s and other doctoral programs / Saturday 13 DecemberHoliday break for all medical master’s and other doctoral programs / Sunday 14 December to Sunday 4 January (2015)Fall semester ends for all M.D. students / Friday 19 DecemberHoliday break for all Medical School classes / Saturday 20 December to Sunday 4 January (2015)

SPRING SEMESTER 2015

Spring semester begins for all Medical School classes / Monday 5 JanuaryMartin Luther King Jr. Day—No class or clinical activities / Monday 19 JanuarySpring break for 2nd-year M.D. students / Saturday 28 February to Sunday 8 MarchSpring break for medical master’s and other doctoral programs / Saturday 28 February to Sunday 8 MarchSpring break for 1st-year M.D. students / Saturday 25 April to Sunday 3 MayInstruction ends for 4th-year M.D. students / Sunday 26 AprilSpring semester ends for medical master’s and other doctoral programs / Thursday 30 AprilCommencement / Friday 8 MayMemorial Day—No class or clinical activities / Monday 25 MaySummer break begins for 1st-year M.D. students / Saturday 25 July

SUMMER SESSION 2015

May term begins for Master of Education of the Deaf program / Monday 4 MayMay term ends for Master of Education of the Deaf program / Friday 29 MayFull summer term begins for medical master’s and other doctoral programs / Tuesday 2 JuneFull summer term ends for medical master’s and other doctoral programs / Friday 7 August

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MARY BETH ADDERLEY E La Jolla, CA

MICHAEL L. AINSLIE E Palm Beach, FL

M. CHANDLER ANTHONY Ridgeland, MS

JOHN D. ARNOLD Houston, TX

WILLIAM W. BAIN, JR. E Naples, FL

LEE M. BASS Fort Worth, TX

DARRYL D. BERGER New Orleans, LA

CAMILLA DIETZ BERGERON E New York, NY

ADOLPHO A. BIRCH III West New York, NJ

DENNIS C. BOTTORFF E Nashville, TN

LEWIS M. BRANSCOMB E La Jolla, CA

SHIRLEY M. COLLADO Rutgers, NJ

THOMAS F. CONE E Nashville, TN

CECIL D. CONLEE E Atlanta, GA

DANIEL M. CROWN New York, NY

BROWNLEE O. CURREY, JR. E Nashville, TN

CLAIBORNE P. DEMING El Dorado, AR

CHARLES H. ESSERMAN Orinda, CA

BRUCE R. EVANS Boston, MA

FRANK A. GODCHAUX III E Houston, TX

JOHN R. HALL E Lexington, KY

L. HALL HARDAWAY, JR. E Nashville, TN

H. RODES HART E Brentwood, TN

JOANNE F. HAYES Gulf Stream, FL

DAVID W. HEAD Charlotte, NC

JOHN J. HINDLE London, England

JAY C. HOAG Atherton, CA

JOHN R. INGRAM Nashville, TN

MARTHA R. INGRAM E Nashville, TN

CARROLL E. KIMBALL Nashville, TN

LESLIE C. LABRUTO Spring Lake, NJ

J. HICKS LANIER E Atlanta, GA

EDWARD A. MALLOY, C.S.C. E Notre Dame, IN

MARK P. MAYS San Antonio, TX

EDWARD G. NELSON E Nashville, TN

COURTNEY C. PASTRICK Bethesda, MD

DAVID W. PATTERSON, M.D. Great Falls, VA

ROSS PEROT, JR. Plano, TX

JUDSON G. RANDOLPH, M.D. E Nashville, TN

KENNETH L. ROBERTS E Nashville, TN

JOE L. ROBY E New York, NY

JEFFREY J. ROTHSCHILD Los Altos, CA

SIDDANTH SAPRU Dallas, TX

ROBERT C. SCHIFF, JR., M.D. Cincinnati, OH

EUGENE B. SHANKS, JR. Greenwich, CT

RICHARD H. SINKFIELD Atlanta, GA

CAL TURNER E Franklin, TN

J. STEPHEN TURNER Nashville, TN

EUGENE H. VAUGHAN E Houston, TX

THOMAS B. WALKER, JR. E Dallas, TX

DUDLEY BROWN WHITE E Nashville, TN

W. RIDLEY WILLS II E Nashville, TN

J. LAWRENCE WILSON E Bonita Springs, FL

REBECCA WEBB WILSON Memphis, TN

WILLIAM M. WILSON Nashville, TN

E Emerita/Emeritus Trustee

MARIBETH GERACIOTI, Associate Director, Board of Trust Office

Vanderbilt University Board of Trust

MARK F. DALTON, Chairman of the Board, Scarsdale, NY JACKSON W. MOORE, Vice Chairman, Memphis, TN JON WINKELRIED, Vice Chairman, Aledo, TX EDITH C. JOHNSON, Secretary, Nashville, TN NICHOLAS S. ZEPPOS, Chancellor of the University, Nashville, TN

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Vanderbilt University AdministrationNICHOLAS S. ZEPPOS, J.D., ChancellorSUSAN R. WENTE, Ph.D., Provost and Vice Chancellor for Academic AffairsAUDREY J. ANDERSON, J.D., Vice Chancellor, General Counsel, and Secretary of the University JEFFREY R. BALSER, M.D., Ph.D., Vice Chancellor for Health Affairs and Dean of the School of MedicineBETH A. FORTUNE, M.A., Vice Chancellor for Public AffairsANDERS W. HALL, M.B.A., Vice Chancellor for Investments and Chief Investment Officer ERIC C. KOPSTAIN, M.B.A., Vice Chancellor for AdministrationJOHN M. LUTZ, A.B., Vice Chancellor for Information TechnologySUSIE S. STALCUP, B.B.A., C.F.P., Vice Chancellor for Development and Alumni RelationsBRETT SWEET, M.B.A., Vice Chancellor for Finance and Chief Financial OfficerDAVID WILLIAMS II, J.D., LL.M., M.B.A., Vice Chancellor for Athletics and University Affairs and Athletics Director

Academic Deans

JEFFREY R. BALSER, M.D., Ph.D., Vice Chancellor for Health Affairs and Dean of the School of MedicineMARK D. BANDAS, Ph.D., Associate Provost and Dean of StudentsCAMILLA PERSSON BENBOW, Ed.D., Dean of Peabody CollegeDOUGLAS L. CHRISTIANSEN, Ph.D., Vice Provost for Enrollment Management and Dean of AdmissionsJOSEPH D. COMBS, M.A., Interim Dean of LibrariesPHILIPPE M. FAUCHET, Ph.D., Dean of the School of EngineeringCHRIS GUTHRIE, J.D., Dean of the Law SchoolDENNIS G. HALL, Ph.D., Vice Provost for Research and Dean of the Graduate SchoolM. ERIC JOHNSON, Ph.D., Dean of Owen Graduate School of ManagementLINDA D. NORMAN, D.S.N., Dean of the School of NursingJOHN M. SLOOP, Ph.D., Interim Dean of the College of Arts and ScienceEMILIE M. TOWNES, Ph.D., Dean of the Divinity SchoolMARK WAIT, D.M.A., Dean of Blair School of MusicFRANCIS W. WCISLO, Ph.D., Dean of The Ingram Commons

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EDITH C. JOHNSON, Chair Nashville, TN

RICHARD B. JOHNSTON, JR., M.D., Vice Chair Aurora, CO

MARK F. DALTON Scarsdale, NY



JACKSON W. MOORE Memphis, TN





JEFFREY R. ROTHSCHILD Los Altos, CA




JON WINKELRIED Aledo, TX

NICHOLAS S. ZEPPOS Nashville, TN

Vanderbilt University Board of Trust Medical Center Affairs Committee

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8 vanderbilt university

JEFFREY R. BALSER, M.D., Ph.D., Vice Chancellor for Health Affairs; Dean, School of Medicine

LINDA D. NORMAN, D.S.N., R.N., Dean, School of NursingC. WRIGHT PINSON, M.B.A., M.D., Deputy Vice Chancellor for Health

Affairs; Chief Executive Officer, Vanderbilt Health SystemJOHN F. MANNING, JR., M.B.A., Ph.D., Associate Vice Chancellor

for Health Affairs; Chief Administrative Officer, Vanderbilt University Medical Center

GORDON R. BERNARD, M.D., Associate Vice Chancellor for Clinical and Translational Research

ROBERT S. DITTUS, M.D., M.P.H., Associate Vice Chancellor for Public Health and Health Care

LAWRENCE J. MARNETT, Ph.D., Associate Vice Chancellor for Research; Senior Associate Dean for Biomedical Sciences

BONNIE M. MILLER, M.D., Associate Vice Chancellor for Health Affairs; Senior Associate Dean for Health Sciences Education

DAVID S. RAIFORD, M.D., Associate Vice Chancellor for Health Affairs; Senior Associate Dean for Faculty Affairs; Chief of Staff, Vanderbilt Health System

WILLIAM W. STEAD, M.D., Associate Vice Chancellor for Health Affairs; Chief Strategy and Information Officer

JILL D. AUSTIN, M.B.A., Assistant Vice Chancellor for Strategic Marketing; Chief Marketing Officer

C. LUKE GREGORY, F.A.C.H.E., Assistant Vice Chancellor for Health Affairs; Senior Vice President, Business Development; Chief Executive Officer, Monroe Carell Jr. Children's Hospital at Vanderbilt

JOHN C. HOWSER, B.A., Assistant Vice Chancellor for Medical Center News and Communications

KENNETH J. HOLROYD, M.D., M.B.A., Assistant Vice Chancellor for Research

JULIE K. HUDSON, M.D., Assistant Vice Chancellor for Health Affairs, Medical Center Relations

NANCY J. LORENZI, Ph.D., Assistant Vice Chancellor for Informatics Center

BLACKFORD MIDDLETON, M.D., M.P.H., M.Sc., Assistant Vice Chancellor for Health Affairs; Chief Informatics Officer

DAN M. RODEN, M.D., C.M., Assistant Vice Chancellor for Personalized Medicine

CINDY SEAY, B.S., Assistant Vice Chancellor for Development and Alumni Relations

PAUL J. STERNBERG, M.D., Assistant Vice Chancellor for Adult Health Affairs

JEANNE M. WALLACE, D.V.M., Assistant Vice Chancellor for Research; University Veterinarian

MARILYN A. DUBREE, M.S.N., R.N., Executive Chief Nursing OfficerDAVID R. POSCH, M.S., Chief Executive Officer, Vanderbilt University

Hospitals and ClinicsSUSAN HEATH, M.S., Chief Executive Officer/Administrator, Vanderbilt

Stallworth Rehabilitation HospitalLAURA BETH BROWN, M.S.N., R.N., President, Vanderbilt Health ServicesCONSUELO S. WILKINS, M.D., M.S.C.I., Executive Director, Meharry/

Vanderbilt AllianceLEE C. PARMLEY, M.D., J.D., Chief of Staff, Vanderbilt University HospitalCHRISTINA D. WEST, B.S., Assistant Vice Chancellor for Federal RelationsALEXANDER CURRIE, B.S., Associate Director for Federal RelationsROBERT K. BROWNING, B.S., Assistant Vice Chancellor for Facilities

and ConstructionSHERI HAUN, M.B.A., Associate Vice President for Managed Care

Contracting BARBARA CARTER, Executive Assistant, Office of the Vice Chancellor

and DeanROBYN COSBY, Executive Assistant, Office of the Vice Chancellor and

Dean

University CommitteesChemical SafetyThe Chemical Safety Committee considers policies and procedures per-taining to the safe handling, transport and use of chemicals and recom-mends adoption of new or revised policies for the Vanderbilt University Medical Center (VUMC) and Vanderbilt University Campus (VUC) admin-istration through Vanderbilt Environmental Health & Safety (VEHS). It monitors and interprets regulations and/or guidelines of the Environmental Protection Agency (USEPA), the Occupational Safety and Health Adminis-tration (OSHA), National Institutes of Occupational Safety Health (NIOSH) and others pertaining to hazardous chemicals and provides technical as-sistance to Vanderbilt Environmental Health and Safety (VEHS) on these matters. The committee reviews proposed or enacted legislation concern-ing chemical safety impacting the VUMC and VUC community and in-forms Departments, Schools and Colleges of legislation, including poten-tial implications and business impact. It assists VUMC and VUC Colleges, Schools and Departments with their internal chemical safety committees and/or programs, in conjunction with Vanderbilt Environmental Health and Safety (VEHS).

Faculty Members: Fred Guengerich (Chair). Michael Aschner, Scott Guelcher, Tony Hmelo, Adam List, Prasad Polavarapu, Bridget Rogers, George Sweeney. Administrative and Ex Officio: Michelle Armstrong, Maralie Exton, Andrea George, Robert Hayes, Charles Nicholas, Donna DePasquale, Ruth Nagareda, Jim Slater, Lori Rolando, Kevin Warren, Bob Wheaton.

Institutional Review Board for Human Research Protections The Institutional Review Board is composed of three Biomedical/Health Sciences Committees, one Behavioral/Social Science Committee, and an administrative support staff. It is the IRB’s responsibility to exercise appro-priate administrative oversight to assure that Vanderbilt University’s poli-cies and procedures designed for the protection of the rights, safety, and welfare of human participants are effectively applied in compliance with its Federalwide Assurance. The Boards review all research proposals involv-ing human subjects for scholarly and scientific merit, risk-potential benefit profile, and legally effective informed consent. Approval of the Board is required prior to the commencement of any human research activities.

Behavioral/Social Sciences CommitteeDavid Schlundt, Ph.D. (Chair). Karen Blankenship, Ph.D. (Vice Chair).

Juanita Buford, Ed.D., Benjamin W. Hornsby, Ph.D., Taneya Koonce, M.S.L.S., M.P.H., Wayne Meadows, B.S., Lorraine C. Mion, Ph.D., R.N., Megan M. Saylor, Ph.D., Patricia Totty, M.A., Velma Murry, Ph.D.

Health Sciences Committee, #1G. Kyle Rybczyk, R.N.C., F.N.P. (Chair). Saralyn Williams, M.D. (Vice Chair).

Robert Anderson, D.N.P., Jennifer Domm, M.D., Dana Cardin, M.D., M.S.C.I., Richard Epstein, Ph.D., William Hillis, Shelia V. Kusnoor, Ph.D., Neeraja Peterson, M.D., Casey Stupka.

Health Sciences Committee, #2Timothy D. Girard, M.D., M.S.C.I. (Chair). Jamie Dwyer, M.D. (Vice Chair).

Tom Barbera, Steven L. Goudy, M.D., Brenton Harris, B.B.A., James C. Jackson, Psy.D., Lani A. Kajihara-Liehr, M.S.N., F.N.P., Geraldine Miller, M.D., Sanjay Mohan, M.D., Harvey J. Murff, M.D., M.P.H.

Medical Center Administration

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Health Sciences Committee, #3James A. S. Muldowney, M.D. (Chair). Kay Washington, M.D., Ph.D.

(Vice Chair). Kristin Archer, Ph.D., Justin Cates, M.D., Mistey Cook, B.S., Mike Cull, Ph.D., Candace Floyd, Thomas M. Morgan, M.D., Olalekan Oluwole, M.D., Jason Slagel, Ph.D.

Human Subjects Radiation Committee/Radioactive Drug Research CommitteeRonald Price, Ph.D. (Chair). Dominique Delbeke, M.D., Ph.D. (Vice

Chair). Jeffrey Clanton, M.S., B.C.N.P., James Patton, Ph.D., Eric T. Shinohara, M.D., Gary Smith, M.D.

Medical Center Tenure Review CommitteeThe Medical Center Tenure Review Committee reports to the Vice Chan-cellor for Health Affairs. Its membership is made up of representatives from the School of Medicine and the School of Nursing, and the Dean for Graduate Studies and Research. The committee is responsible for review of all tenure in the Medical Center.

James Pichert (Chair). Anne Marie Tharpe, Mark R. Denison, Sheila H. Ridner, Ann Minnick, Sean Donahue, Nancy Lorenzi, Elizabeth Weiner.

Vanderbilt University Institutional Animal Care and Use Committee (IACUC)The VU Institutional Animal Care and Use Committee (IACUC) is respon-sible for ensuring that all animals in experimental research and teaching, under the jurisdiction of Vanderbilt University and the Veterans Adminis-tration Tennessee Valley Healthcare System (VA), are used appropriately and in accordance with the highest standards of humane care, and that research involving animals is conducted in an ethical manner.

The IACUC oversees the institutions’ animal care and use program, fa-cilities and procedures, as mandated by the Animal Welfare Act and the Public Health Service Policy.

Committee members include: Ronald Emeson, Chair. Eric Delpire, Vice Chair. Jeanne Wallace, Attending Veterinarian. Cindy Aslan, Francisco Javier Cisneros, Jeffrey Davidson, Troy Hackett, Simon Hayward, Kristina Hill, Douglas Kernodle, Valentina Kon, Yasin Kokoye, Beth Ann McLaughlin, Ronald Perry, David Piston, Ambra Pozzi, Chad Quarles, Charlotte Sanders, Bill Valentine, Dwyan Young, Fiona Yull.

Alternate members include: Erica Armstrong, Owen McGuinness, Anna Roe, Erin Yu.

Non-voting, ex-officio members include Karen Jackson, Ruth Nagareda, Charmaine O’Brien, Marisa Scott, Sherry Spray, Robin Trundy, Mike Walsh.

VA Academic Partnership Council for the Department of Veterans Affairs, TennesseeThe VA Academic Partnership Council is the fundamental administrative unit for policy development and evaluation of educational and research programs at the affiliated Department of Veterans Affairs, Tennessee Valley Healthcare System (TVHS). It is composed of senior faculty members of the School of Medicine and others who are associated with TVHS. Vanderbilt members are appointed by the Health System Director of TVHS on nomina-tion by the Vice Chancellor for Health Affairs.

Committee Voting Members:David Raiford, M.D., Co-Chairperson; Roger Jones, M.D., Co-

Chairperson, Charles Mouton, M.D., Co-Chairperson. Marquetta Faulkner, M.D., R. Daniel Beauchamp, M.D., Leon Dent, M.D., Brian Christman, M.D., Janice Cobb, R.N., M.A., Rahn Bailey, M.D., Juan A. Morales, R.N., M.S.N., Stephan H. W. Heckers, M.D., Suzanne Jené, MBA, VHA-CM, Donald Brady, M.D., William Nylander, M.D., Don Rubin, M.D., Sam R. Sells, M.D., Duane Smoot, M.D., Nancy Brown, M.D., James Staiger, M.D., David Baker, M.D.

Non-Voting Members:Paul Crews, Bonnie Miller, M.D., Janet Rainey Smith

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JEFFREY R. BALSER, M.D., Ph.D., Vice Chancellor for Health Affairs and Dean, School of Medicine

GORDON R. BERNARD, M.D., Senior Associate Dean for Clinical SciencesG. ROGER CHALKLEY, D.Phil., Senior Associate Dean for Biomedical

Research, Education, and TrainingROBERT S. DITTUS, M.D., M.P.H., Senior Associate Dean for Population

Health SciencesJOHN F. MANNING, JR., Ph.D., Senior Associate Dean for Operations

and AdministrationLAWRENCE J. MARNETT, Ph.D., Associate Vice Chancellor for

Research; Senior Associate Dean for Biomedical SciencesBONNIE M. MILLER, M.D., Associate Vice Chancellor for Health Affairs;

Senior Associate Dean for Health Sciences EducationC. WRIGHT PINSON, M.D., Senior Associate Dean for Clinical AffairsDAVID S. RAIFORD, M.D., Senior Associate Dean for Faculty Affairs DONALD W. BRADY, M.D., Senior Associate Dean for Graduate Medical

Education and Continuing Professional DevelopmentANDRÉ L. CHURCHWELL, M.D., Senior Associate Dean for Diversity

AffairsTINA V. HARTERT, M.D., M.P.H., Associate Dean for Physician-

Researcher TrainingKATHLEEN GOULD, Ph.D., Associate Dean for Biomedical Sciences and

Director, Office of Graduate Student Support KATHERINE E. HARTMANN, M.D., Associate Dean for Clinical and

Translational Scientist DevelopmentGERALD B. HICKSON, M.D., Associate Dean for Faculty Affairs KIMBERLY D. LOMIS, M.D., Associate Dean for Undergraduate Medical

EducationANN H. PRICE, M.D., Associate Dean for Alumni AffairsSCOTT M. RODGERS, M.D., Associate Dean for Medical Student Affairs PAUL J. STERNBERG, M.D., Associate Dean for Adult Clinical AffairsJOHN A. ZIC, M.D., Associate Dean for AdmissionsJOEY BARNETT, Ph.D., Assistant Dean and Director, Office for Medical

Student Research JOHN S. PENN, Ph.D., Assistant Dean for Faculty DevelopmentCATHLEEN C. PETTEPHER, Ph.D., Assistant Dean for Medical Student

AffairsANDERSON W. SPICKARD III, Assistant Dean for Educational

Informatics and TechnologyLYNN E. WEBB, Ph.D., Assistant Dean for Faculty DevelopmentCATHRYN J. ROLFE, J.D., Chief Business Officer, Office of Health

Sciences EducationPATRICIA CRAFT, Administrative Director, Office of Graduate Medical

Education DONNA E. ROSENSTIEL, L.C.S.W., Administrative Director, Office of

Health Sciences Education DONALD E. MOORE, JR., Ph.D., Educational Director, Office of

Continuing Professional DevelopmentWILLIAM D. PREBLE, Executive Director of Enrollment Management ARNA BANERJEE, M.D., Director, Center for Experiential Learning and

AssessmentCRAIG R. CARMICHEL, M.S., C.P.A., Director, Finance, Academic, and

Research EnterpriseTERENCE S. DERMODY, M.D., Director, Medical Scientist Training ProgramJOSEPH M. GOFF, Director, Multimedia SupportREGINA G. RUSSELL, M.Ed., Director, Office of Undergraduate Medical

EducationSONJA VIENTOS, Director, Student RecordsSHERRY STUART, Assistant Director, Student Financial ServicesMICHELLE GRUNDY, Ph.D., Assistant Director, Medical Scientist

Training ProgramBARBARA CARTER, Executive Assistant, Office of the Vice Chancellor

and DeanROBYN COSBY, Chief of Staff, Office of the Vice Chancellor and Dean

Executive FacultyJeffrey R. Balser, Chair. Joey Barnett, Dan Beauchamp, Gordon Bernard,

Donald W. Brady, Nancy J. Brown, Melinda Buntin, Richard Caprioli, Roger Chalkley, Walter J. Chazin, Andre Churchwell, Roger Cone, Jeff Conn, James Crowe, Robert Dittus, Marilyn Dubree, Elisabeth Dykens, Roland D. Eavey, Walter Frontera, John C. Gore, Kathy Gould, Frank E. Harrell, Kathie Hartmann, Stephan H. W. Heckers, Gerald Hickson, Julie K. Hudson, Kevin B. Johnson, Howard W. Jones, Seth Karp, Kim Lomis, Ian Macara, Robert Macdonald, Mark Magnuson, Arnold Malcolm, John Manning, Lawrence J. Marnett, Keith G. Meador, Bonnie M. Miller, Cecelia Moore, Harold L. Moses, Linda Norman, Reed Omary, Jennifer Pietenpol, Wright Pinson, Dave Piston, Al Powers , Ann Price, David Raiford, David Robertson, Dan Roden, Scott Rodgers, Margaret Rush, Warren Ston Sandberg, Samuel A. Santoro, Herbert S. Schwartz, Yu Shyr, Corey Slovis, Bill Stead, Paul J. Sternberg, Anne M. Tharpe, Sten H. Vermund, Jeanne Wallace, Mark Wallace, Steve Webber, Matthew B. Weinger, Consuelo Wilkins, John York, Wei Zheng, Mary Zutter.

Standing Committees(The dean is an ex officio member of all standing and special committees.)

AdmissionsThe Admissions Committee has the responsibility of reviewing medical school applications for admission and making recommendations to the dean for the admission of those students who are considered best qualified.

Vanderbilt Institute for Clinical and Translational Research (VICTR) Scientific Review CommitteeThe VICTR Scientific Review Committee meets regularly to act upon research proposals requesting support for the use of the VICTR resources including the Clinical Research Center, Health Services Research, Biomedical Informatics, Biomedical Statistics, Research Cores, and Research Support Services.

Talat (Alp) Ikizler, Co-chair; Alan Storrow, Co-chair. Shari Barkin, David Charles, David Haas, Robert Levine, Lorraine Mion, Deborah Murdock, Harvey Murff, Bogdan Nowicki, Josh Peterson, Satish Raj. Ex officio: Gordon R. Bernard, Italo Biaggioni, Frank E. Harrell, David Robertson.

Faculty Appointments and Promotions Committee (FAPC)

Clinical Practice Appointment and Promotion Committee (CPAPC)These committees, appointed by the dean, are responsible for consider-ation of faculty promotions in the School of Medicine and for examination of credentials of candidates for appointment to faculty positions.

FAPC: M. Kay Washington, Chair. William O. Cooper, Peter F. Guengerich, Cathleen C. Pettepher, Carmen C. Solorzano, Marie Griffin, Reed A. Omary, Richard M. Peek, Jr., William P. Tansey, P Anthony Weil. Ex officio: John S. Penn, David S. Raiford.

CPAPC: Neal R. Patel, Chair. John G. Huff, Michael N. Neuss, John S. Penn, William Marshall Petrie, David S. Raiford.

IGP/QCB Steering CommitteeThe Steering Committee for the Interdisciplinary Graduate Program and the Quantitative and Chemical Biology Program is composed of the di-rectors of graduate studies for the thirteen participating departments and

School of Medicine Administration

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11School of Medicine / school of Medicine administration

programs. Topics discussed include student recruitment, training goals for graduates, and curriculum development and assessment.

Lawrence J. Marnett, Chair. Christopher Aiken, G. Roger Chalkley, Jin Chen, David Cortez, Bruce Damon, Katherine Friedman, Kathy Gould, Vsevolod Gurevich, Alyssa Hasty, Shane Hutson, Jay Jerome, Doug-las McMahon, James G. Patton, David Piston, Carmelo Rizzo, David Samuels, Matthew Tyska, Julia Velkovska, P. Anthony Weil.

Interdisciplinary Graduate Program Executive CommitteeThe Interdisciplinary Graduate Program Executive Committee is con-cerned with graduate student affairs and graduate programs in the Medi-cal Center. It is responsible for admitting students to the Interdisciplinary Graduate Program in the Biomedical Sciences; for recommending can-didates for fellowships and other funds available for the program; and for reviewing activities and progress of the students in the program and recom-mending students to the Departments of Biochemistry, Biological Sciences, Cancer Biology, Cell and Developmental Biology, Molecular Physiology and Biophysics, Neuroscience, Pathology, Microbiology and Immunology, and Pharmacology and to the graduate programs in Chemical and Physical Biol-ogy, Human Genetics, and Neuroscience for the completion of the Ph.D.

James G. Patton, Chair. Seth Bordenstein, Kevin Currie, Barbara Fingleton, Christine Konradi, Sebastian Joyce, Ethan Lee, Richard M. O’Brien, Charles Sanders, Kevin Schey, and Bill Valentine. Ex officio: G. Roger Chalkley, Michelle Grundy.

Global Health Education CommitteeThe Global Health Education Committee (GHEC) supports the vision of the Vanderbilt University Medical Center to provide an array of global health edu-cational, research, and service opportunities for the VUMC community while simultaneously enhancing the capacity of our partners in a collaborative effort to address global health challenges.

Donald Brady, Quentin Eichbaum, Natasha Halasa, Doug Heimburger, Marie Martin, Bonnie Miller, Melinda New, and Cathryn Rolfe.

Medical Center Conflict of Interest CommitteeThe Conflict of Interest Committee is appointed by and advisory to the Dean of the School of Medicine. It is charged to review individual faculty circumstances where a possible conflict of interest or commitment might exist. The committee makes recommendations to the department chairs and the dean concerning their review.

David W. Raiford, Chair. Alan Bentley, Italo Biaggioni, Richard Caprioli, Fred Goad, Tina Hartert, Elizabeth Heitman, Rebecca Keck, Leona Marx, Donald Rubin, Michael Stabin, David Wasserman, Alastair Wood. Ex officio: Alan Bentley, Kenneth Holroyd.

Medical Scientist Training Program Faculty Advisory CommitteeThe MSTP Faculty Advisory Committee (FAC) is appointed annually by the dean to assist in the admissions process and provide program oversight and strategic planning. Each applicant for the MSTP is interviewed individu-ally by several members of the FAC, which serves as the School of Medicine Admissions Committee for the MSTP. The FAC includes several institutional leaders and senior scientists with responsibility for M.D. and Ph.D. training.

Terence S. Dermody, Director. Danny Winder, Associate Director. James L. Bills, Michelle M. Grundy, Assistant Directors. R. Daniel Beauchamp, Bruce D. Carter, Dana Crawford, Kevin Ess, Cynthia Gadd, James R. Goldenring, Katherine Hartmann, Duco Jansen, Laura A. Lee, Kevin G. Niswender, Dan M. Roden, Michelle Southard-Smith, Larry Swift, Mark Wallace, Alissa M. Weaver, Sally York, Roy Zent. Student Members: Mary Ellen Koran, Megan Culler Freeman, Blair Stocks. Ex officio: Jeffrey R. Balser, G. Roger Chalkley, André Churchwell, Fatima Lima, Kim Lomis, Lawrence J. Marnett, Bonnie M. Miller, Scott M. Rodgers, John A. Zic.

Medical Scientist Training Program Senior Oversight CommitteeThe MSTP Senior Oversight Committee provides guidance about all as-pects of the program. This committee meets once or twice each year and is focused on strategic planning and program oversight.

Terence S. Dermody, Director. Danny Winder, Associate Director. James L. Bills, Michelle M. Grundy, Assistant Directors. G. Roger Chalkley, Chair. Kimberly D. Lomis, Lawrence J. Marnett, Bonnie M. Miller, David Robertson, Scott M. Rodgers.

Student Promotions CommitteesEach promotions committee will have the responsibility for making recom-mendations to the dean and the executive faculty concerning promotion, remedial action, or dismissal as appropriate for each student in the class for which it is responsible.

Class of 2015Natasha B. Halasa, Chair, Geoffrey M. Fleming, William M. Gregg, Arnold W.

Malcolm, Kevin D. Niswender. Ex officio: André L. Churchwell, Kimberly D. Lomis, Bonnie M. Miller, Scott M. Rodgers.

Class of 2016Bonnie S. Slovis, Chair, Robert H. Carnahan, Celeste O. Hemingway,

Kevin B. Johnson, Barron L. Patterson. Ex Officio: André L. Churchwell, Kimberly D. Lomis, Bonnie M. Miller, Scott M. Rodgers.

Class of 2017Roy Zent, Chair. Claudia Andl, Kecia Carroll, Hank Jennings, Nipun Merchant, James S.

Powers, Chuck Sanders, Shannon B. Snyder. Ex officio: André Churchwell, Kimberly D. Lomis, Bonnie M. Miller, Scott M. Rodgers.

Class of 2018Margaret M. Benningfield, Chair. Bruce Carter, Lola Chambless, Keith Meador,

Lisa A. Mendes, Jan Nesbitt, Henry (Earl) Ruley, Steven A. Webber. Ex officio: André L. Churchwell, Kimberly D. Lomis, Bonnie M. Miller, Scott M. Rodgers.

Undergraduate Medical Education CommitteeThe Undergraduate Medical Education Executive Committee (UMEC) is com-posed of members of the School of Medicine leadership appointed by the dean to include key faculty leaders from multiple departments and led by a faculty chair of the committee, also appointed by the dean. (Details of com-mittee membership are outlined in the UMEC charter.)

Ex officio members include the senior associate dean for health sciences edu-cation, the associate dean for undergraduate medical education, the associ-ate and assistant deans for medical student affairs, the associate dean for diversity, and the director of program evaluation. There is also student repre-sentation on this committee.

UMEC is advisory to the dean, and, along with the dean, it holds authority for central oversight of the UME curriculum. UMEC meets monthly. Meetings are devoted to course approval /evaluation, program evaluation, thread evalua-tion, and/or educational policy. The agenda is determined jointly by the faculty chair of the committee and the associate dean for UME. The committee has the option of convening additional meetings as needed.

Because membership of this committee will not be finalized until late August, names are not available for inclusion in this catalog. The names of UMEC members for the current academic year may be found on the School of Medi-cine website (www.medschool.vanderbilt.edu).

Phase TeamsPhase Teams consist of the course directors and major teachers responsi-ble for implementation of the curriculum for each of the phases in medical school, as well as representatives of the Student Curriculum Committee

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Information has been updated since initial printing. Original pdf is an attachment to this document for comparison.

http://vanderbilt.edu/catalogs/medical/Medical_Catalog_original.pdf

http://vanderbilt.edu/catalogs/medical/Medical_Catalog_original.pdf


and staff members working with the curriculum. The associate dean for undergraduate medical education and the Undergraduate Medical Educa-tion Executive Committee faculty chair coordinate the work of the Phase Teams to support the curricular quality improvement process.

Foundations of Medical Knowledge Team: Neil Osheroff, Chair. All block and longitudinal course directors serve on this committee. Ex officio: Kimberly D. Lomis, Bonnie M. Miller, Scott M. Rodgers, Donna Rosenstiel, Sonja Vientos.

Foundations of Clinical Care Team: Amy E. Fleming, Chair. All clerkship directors and longitudinal course directors serve on this committee. Ex officio: Kimberly D. Lomis, Bonnie M. Miller, Scott M. Rodgers, Donna Rosenstiel, Sonja Vientos.

Immersions Team: Lourdes Estrada, William Cutrer, Co-Chairs. Members of the Immersions Phase Working Group and Advisory Team, along with Immersion course directors, serve on this committee. Ex officio: Kimberly D. Lomis, Bonnie M. Miller, Scott M. Rodgers, Donna Rosenstiel, Sonja Vientos.

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VANDERBILT University Medical Center (VUMC) pursues a three-fold mission: the education of health professionals, research in medical sciences, and patient

care. This mission is carried out in five primary units: the School of Medicine, the School of Nursing, The Vanderbilt Clinic, Vanderbilt University Hospital, and the Monroe Carell Jr. Children’s Hospital at Vanderbilt, all places where patients receive exemplary care from physicians and nurses who are creative teachers and scholars.

Members of the faculty participate directly in patient care. Their practice encourages the free flow of ideas among the School of Medicine, the School of Nursing, and the clinical units, facilitating joint research activities. As a result, VUMC can undertake significant, innovative programs that set the standards for health care in the region.

Outstanding patient care and technological innovation have established Vanderbilt’s reputation as a leading referral center in the Southeast. Physicians from other states and nations send patients to Vanderbilt whose needs demand interdisciplinary skills and expert knowledge. Consequently, students in the Medical Center encounter a wider range of diseases than they would be likely to see in many years of private practice.

VUMC has combined programs of study with a number of other schools including divinity, business, engineering, and law, which enables interdisciplinary programs in philosophy, religion, and the social sciences.

Through medical education and excellence in patient care, VUMC strives to improve health for each person it serves. Through innovation and discovery in research, it strives to advance health care worldwide.

Facilities

Vanderbilt University HospitalVanderbilt University Hospital opened in 1980, with the major addition of the Critical Care Tower in 2009. The hospital is dynamic, growing, and dedicated to meeting the most critical and complex needs of our region, continuing Vanderbilt’s more than century-old tradition of offering the best in patient care.

Many patients seen in the hospitals are from states other than Tennessee, with the majority coming from Kentucky, Alabama, and Mississippi.

Adjacent and attached to VUH is Medical Center East, primarily an outpatient services building, but also housing some operating rooms, patient rooms for Labor and Delivery, the Vanderbilt Bill Wilkerson Center and the Vanderbilt Orthopaedics Institute.

The Monroe Carell Jr. Children’s Hospital at VanderbiltThe Monroe Carell Jr. Children’s Hospital at Vanderbilt opened as a stand-alone facility in 2003, and is a place of hope and heal-ing for pediatric patients and their families. Recognized as one of the premier children’s hospitals in the nation by U.S. News and World Report for several years running, Children’s Hospital cares for the sickest patients in the region and beyond.

Children’s Hospital is the most comprehensive pediatric facility in the state, providing services including neurosurgery,

cancer treatment, trauma care, transplant, and much more. Children’s Hospital operates the region’s only Level I pediatric trauma unit and a neonatal intensive care unit with the highest designated level of care.

The facility is filled with state-of-the-art equipment and information systems to provide the best treatment for patients. It offers a variety of family accommodations to help fulfill its mission of patient-and family-centered care. In addition, Children’s Hospital is a top-level teaching and research facility. No child is denied care on the basis of limited ability to pay

Vanderbilt Psychiatric HospitalVanderbilt Psychiatric Hospital, which opened in 1985, pro-vides provides inpatient and partial hospitalization services to children, adolescents, and adults with psychiatric and substance abuse problems. Services include 24-hour crisis assessment and a year-round accredited school for children and adolescents.

vanderbilthealth.com/psychiatrichospital

The Vanderbilt ClinicThe Vanderbilt Clinic (TVC), a comprehensive outpatient facility, opened in 1988 and houses more than 100 medical specialty practice areas, the clinical laboratories, a center for comprehensive cancer treatment, and a day surgery center.

Vanderbilt Stallworth Rehabilitation HospitalVanderbilt Stallworth provides comprehensive inpatient and outpatient rehabilitation services for adult and pediatric patients with neurological, orthopaedic, and other injuries, as well as chronic conditions and disabilities. The hospital specializes in treating stroke, brain, and spinal cord injury; multiple traumas; amputees; hip fracture; and other diagno-ses. Stallworth is a designated Stroke Center of Excellence and repeatedly exceeds the national benchmarks for patient satisfaction and functional outcomes. It is also home to the Vanderbilt Center for Multiple Sclerosis. This hospital is a joint venture with HealthSouth Corporation.

vanderbiltstallworthrehab.com

Vanderbilt-Ingram Cancer CenterVanderbilt-Ingram Cancer Center (VICC) is Tennessee’s only National Cancer Institute (NCI)-designated Comprehen-sive Cancer Center providing treatment for both adult and pediatric cancer patients. It is also a member of the National Comprehensive Cancer Network, a nonprofit alliance of twenty-three of the world’s elite cancer centers collaborating to improve cancer care for patients everywhere. The center unites physicians and scientists in research programs in key areas. VICC is ranked in the top 10 in competitively-awarded NCI grant support.

VICC is one of the few centers in the country with a comprehensive program for cancer survivors regardless of age, type of cancer, or where they received their oncology treat-ment.The center’s clinical trials program includes robust work in Phase I drug development and designation by the NCI for Phase I and Phase II clinical trials.

Medical Center Overview

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The center also boasts several donor-supported research initiatives, including the Frances Williams Preston Labora-tories established by the T. J. Martell Foundation, the A. B. Hancock Jr. Memorial Laboratory for Cancer Research, the Jim Ayers Institute for Precancer Detection and Diagnosis, and the Robert J. Kleberg, Jr., and Helen C. Kleberg Center for Personalized Cancer Medicine.

vicc.org

Vanderbilt Kennedy Center for Research on Human DevelopmentThe Vanderbilt Kennedy Center strives to improve life for people with disorders of thinking, learning, perception, communication, mood, and emotion caused by disruption of typical development. Its core values include the pursuit of sci-entific knowledge with creativity and purpose; the education of scientists, practitioners, families, and community leaders; the facilitation of discovery by Kennedy Center scientists; and the translation of knowledge into practice. The center is one of fourteen National Institutes of Health research centers on mental retardation and other developmental disabilities. It has also been named a University Center for Excellence on Developmental Disabilities Education, Research, and Service by the federal Administration on Developmental Disabilities. The center is an interdisciplinary research, training, diagnos-tic, and treatment institute, embracing faculty and resources available through Vanderbilt University Medical Center, the College of Arts and Science, and Peabody College.

kc.vanderbilt.edu

Vanderbilt Diabetes CenterThe Vanderbilt Diabetes Center provides a comprehensive approach to diabetes for patients of all ages that includes all aspects of health related to diabetes. It also offers programs to equip the next generation of caregivers and scholars. Other programs support the diabetes-related research of VUMC faculty members.

vanderbilthealth.com/diabetes

Rudolph A. Light HallLight Hall provides classroom and laboratory space for students in the School of Medicine. It houses the Department of Biochemistry, the Department of Molecular Physics and Biophysics, and the Howard Hughes Medical Institute.

Ann and Roscoe Robinson Medical Research BuildingLaboratories and academic space for pharmacology, biochem-istry, and molecular physiology and biophysics are housed in the Ann and Roscoe Robinson Medical Research Building. The eight-story building is also home to the A. B. Hancock Jr. Memorial Laboratory for Cancer Research.

Frances Preston Medical Research BuildingThis building is named in honor of the late Frances Williams Preston, President and CEO of Broadcast Music, Incorporated. This building consolidates the Vanderbilt-Ingram Cancer Center's programs into one primary location on the VUMC campus.

Medical Research Building IIIThe MRB III building houses research laboratories, teaching laboratories, research support areas, offices, conference rooms, classrooms, and a greenhouse for research and teaching. It is a joint undertaking of the College of Arts and Science and VUMC.

Medical Research Building IVMRB IV houses a significant amount of wet lab space and sup-ports continued growth in VUMC research programs.

Medical Center NorthThe Newman Clinical Research Center, an inpatient ortho-paedic unit, and a general-care unit are inside Medical Center North. The complex also houses laboratories and administra-tive support services for VUMC.

Faculty and administrative offices and research space for medical school departments are in Medical Center North. The original portions of the building were completed in 1925. Since that time a number of connecting wings and buildings have been added.

Vanderbilt Health One Hundred OaksThis 400,000-square-foot doctors' office suite opened for patient care in 2008 and is designed for easy access off the interstate highway system, abundant surface parking, auto-mated check-in, and integrated services, labs, and radiology. It houses numerous specialty clinics, primary care services, and advanced imaging facilities.

vanderbilthealth.com/100oaks

Vanderbilt Health Williamson CountyVanderbilt Health Williamson County offers more than 100 physicians in practices ranging from primary care to sports medicine, GI, cancer care, imaging, and pediatrics.

vanderbilthealth.com/williamson

Mary Ragland Godchaux HallBuilt in 1925, Mary Ragland Godchaux Hall is located between the Jean and Alexander Heard Library and MRB III of the Vanderbilt University Hospital. Faculty and administrative offices and research space for the Nursing School are located within this building. In 2006, Godchaux Hall completed a two-year renovation to update the building infrastructure.

Godchaux Hall contains a state-of-the-art IP-based video-conferencing classroom, two research interview rooms with video and audio recording options, a research observation room with video and audio recording controls, three equipped small seminar/conference rooms, one moderate-size electronic classroom for use with laptops, and an audiovisual-equipped living room. Together with a sunlit atrium connecting the build-ing with others in the nursing complex, Godchaux Hall Annex comprises 48,771 square feet. The facility includes two large- and two medium-size lecture halls, as well as four seminar-size classrooms. All can be quickly equipped for audio and video recording to tape or broadcast via streaming media. All classrooms have permanently installed projection devices and an up-to-date presentation computer. All afford wireless access to the Internet. The four larger halls are equipped with Smart technology at the lectern.

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Center for Research Development and Scholarship (CRDS). Housed on the fourth floor of Godchaux Hall, CRDS provides research consultation, support, and resources for scholarly and research projects. CRDS assists with grant proposal development, Institutional Review Board application, paper and poster presentation, database management, instrument development, use of computers, literature searches, reference retrieval, and manuscript preparation. CRDS resources are available to all School of Nursing faculty investigators.

Patricia Champion Frist Hall In 1998, the 20,259-square-foot Patricia Champion Frist build-ing, located adjacent to Godchaux Hall, was completed. This building houses the Frist Nursing Informatics Center, a multi-media classroom with installed networking for seventy-five stu-dents, a health-assessment/multi-purpose classroom, a student lounge, a reception area, and fifty faculty offices. Two large and two small classrooms have installed infrastructure capable of video streaming live lectures. Godchaux Hall, the Annex, and Frist Hall are joined by a common Atrium. Thus, the three buildings of the School of Nursing and the Atrium form a self-contained, cohesive instructional and social complex.

The Frist Nursing Informatics Center (FNIC). The FNIC student computer labs, located in Patricia Champion Frist Hall, are equipped with twenty-seven Dell Precision T1650 comput-ers (Intel i5-3350 3.36GHz processor with 4 GB of RAM and a 500 GB hard drive loaded with Windows 7, a 48X CD-RW/DVD-RW drive, and USB access for a personal thumb drive), two scanners, and three laser printers. An additional eight units are installed in a Testing Lab to accommodate the growth of proctored Web-based testing in a quiet environment. All computers are placed on a three-year rotation cycle. For some courses, students schedule testing dates in order to suit indi-vidual needs within a range of dates allowed by course faculty.

A full range of software is available for document prepara-tion; however, fewer tools are available on computers dedi-cated to testing. Instructional software is also available over the network or via CD/DVDs from the media library. Faculty and students use a Web-based course management system called OAK (Online Access to Knowledge), which is built on Blackboard, for most course communication, group activities, and the sharing of course resources. In addition, two-way synchronous audio and graphic collaboration is available using a Web conferencing system called Microsoft Lync; and two-way, multi-point IP-based video collaboration is available using a system called Scopia. Experts in graphics, interactive educational design, and information technology are avail-able through the FNIC. Consultation and troubleshooting activities include assistance with design and development of instructional strategies, development of specialized interactive computer-based programs and Web pages, design and main-tenance of databases, design and development of graphics and instructional materials, video production, and audiovisual editing services. The FNIC implements and maintains quality assurance for School of Nursing Web pages and printed materials with assistance from designated departmental staff and program faculty.

Vanderbilt Dayani Center for Health and WellnessThe Vanderbilt Dayani Center is a medically based fitness/health promotion center that specializes in modifying risk factors, for conditions including cardiovascular disease, weight

management, stress, sedentary lifestyle, and smoking. It was the first Certified Medical Fitness Center in Tennessee, is closely aligned with the department of Physical Medicine and Rehabilitation, and serves patient care, research, and education functions within VUMC.

vanderbilthealth.com/dayani

Vanderbilt Heart and Vascular InstituteThe Vanderbilt Heart and Vascular Institute is a comprehen-sive and integrated program offering diagnosis, treatment, minimally invasive therapies, surgical intervention, disease management, state-of-the-art techniques, and personalized treatment programs to meet each patient’s unique needs.

vanderbilthealth.com/heart

Vanderbilt Bill Wilkerson Center for Otolaryngology and Communication SciencesThe Vanderbilt Bill Wilkerson Center is devoted to compre-hensive patient care, education, and research in the field of communication disorders and diseases, as well as ailments of the ear, nose, throat, head, and neck.

vanderbilthealth.com/billwilkerson

Vanderbilt Transplant CenterThe Vanderbilt Transplant Center is a multidisciplinary alli-ance of transplant specialists. Each transplant program within the center represents a collaboration of medical and surgical professionals working together in the best interests of the transplant patient.

vanderbilthealth.com/transplant

Libraries

The Jean and Alexander Heard Library SystemVanderbilt University’s libraries are among the top research libraries in the nation, home to more than eight million items, including print publications, microfilm items, and digital collections. The libraries provide electronic access to tens of thousands of full-text journals and more than half a million e-books and other research resources accessible via the campus network, from 250 workstations in campus libraries, as well as authenticated access (VUnetID and e-password) from off campus. The libraries’ homepage receives more than 3,750,000 visits annually. Resources may be located through Acorn, the libraries’ online catalog, and through DiscoverLibrary, the libraries’ new information discovery tool.

The oldest manuscript in the collection dates from ca. 1300, and new publications are being added every day. Among the libraries’ collection strengths are the W. T. Bandy Center for Baudelaire and Modern French Studies, a comprehensive collection of materials on Charles Baudelaire and French literature and culture; the Southern Literature and Culture Collection; Latin American collections for Brazil, Colombia, the Andes, Mesoamerica, and Argentina; the Television News Archive, the world’s most extensive and complete archive of television news covering 1968 to the present; the Revised Common Lectionary, one of the first published Web-based resources of scriptural readings for the liturgical year; and the Global Music Archive, a multimedia reference archive and resource center for traditional and popular song, music, and dance of Africa and the Americas.

School of Medicine / Medical Center Overview

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In partnership with faculty, library staff teach students valuable skills for locating and evaluating the latest information in a complex array of sources. Campus libraries with discipline-specific collections are home to professional librarians who provide expert support in that area of study. Online reference is available through the homepage. Options for individual study are complemented by group study spaces and instruc-tional rooms, as well as learning commons and cafes. Exhibits throughout the libraries offer intellectual and creative insights that encourage students to see their own work in new ways. Students, faculty, and staff may come to the library to read in a cozy nook, meet friends for group study, grab a quick meal, or see an exhibit.

library.vanderbilt.edu

The Annette and Irwin Eskind Biomedical LibraryThe Eskind Biomedical Library (EBL) collects and provides access to materials to support the teaching, research, and service missions of Vanderbilt University Medical Center.

Affiliated FacilitiesVanderbilt is academically affiliated with the 485-bed Tennes-see Valley Veterans Administration Medical Center, a Vice Chancellor’s Committee hospital containing acute-care beds and outpatient facilities.

Meharry-Vanderbilt AllianceThis collaboration between two unique institutions fosters a diverse educational and scientific environment. The alliance focuses on clinical science training, academic support, biomed-ical research, and health services initiatives with a goal of elimi-nating health care disparities and improving outcomes. The alliance offers a Meharry-Vanderbilt Student Alliance (MVSA), which involves more than 200 students from both campuses in educational, clinical, and community service programs.

meharry-vanderbilt.org

Information Technology ServicesInformation Technology Services (ITS) offers voice, video, data, computing, and conferencing services to Vanderbilt stu-dents, faculty, and staff. ITS provides free antivirus downloads and malware prevention in many campus areas.

ITS maintains and supports VUnet, the campuswide data network that provides access to the Internet, and VUnetID, the authentication service that enables Vanderbilt users to securely identify themselves to many services on VUnet. Those services include YES, Your Enrollment Services; Online Access to Knowl-edge (OAK); and Vmail, the university’s email system. Vmail also includes VUmailguard, designed to protect your email from viruses, unwanted mail (spam), and high-risk attachments.

ITS maintains the campus phone (voice) network, includ-ing personal phone lines for resident students. Optional ser-vices include voice mail and long-distance calls from campus (V-net). ITS also partners with Sprint, Verizon, and AT&T to offer discounts for cellular phone service. For discount information see its.vanderbilt.edu/cellphone.

Vanderbilt offers all students the latest version of Microsoft Office and Microsoft Windows free of charge through our Microsoft Campus Agreement. See softwarestore.vanderbilt.edu for more information.

Through the Digital Life initiative, Vanderbilt highlights VUmix, legal, safe, inexpensive, and easy ways to explore and

share music and digital content. See digitallife.vanderbilt.edu and www.vanderbilt.edu/vumix for details.

ITS offers various conferencing and collaboration services for students. Vanderbilt’s blog service offers Wordpress Blogs at web.vanderbilt.edu/blog/. Audio and video conferencing via desktop or a Polycom bridge, and the ITS podcast studio are just a few of the services available. See its.vanderbilt.edu/services/collaboration for more information.

The ITS Help Desk provides information to students, faculty, and staff about VUnet and VUnet services. Help Desk locations, hours, contacts, and other information can be found at its.vanderbilt.edu/helpdesk.

For more information on IT services and computing at Vanderbilt, go to its.vanderbilt.edu.

The UniversityWhen Commodore Cornelius Vanderbilt gave a million dollars to build and endow Vanderbilt University in 1873, he did so with the wish that it “contribute to strengthening the ties which should exist between all sections of our common country.”

A little more than a hundred years later, the Vanderbilt Board of Trust adopted the following mission statement: “We reaffirm our belief in the unique and special contribu-tions that Vanderbilt can make toward meeting the nation’s requirements for scholarly teaching, training, investigation, and service, and we reaffirm our conviction that to fulfill its inherited responsibilities, Vanderbilt must relentlessly pursue a lasting future and seek highest quality in its educational undertakings.”

Today as Vanderbilt pursues its mission, the university more than fulfills the Commodore’s hope. It is one of a few independent universities with both a quality undergradu-ate program and a full range of graduate and professional programs. It has a strong faculty of more than 2,000 full-time members and a diverse student body of about 10,000. Stu-dents from many regions, backgrounds, and disciplines come together for multidisciplinary study and research. To that end, the university is the fortunate recipient of continued support from the Vanderbilt family and other private citizens.

The 330-acre campus is about one and one-half miles from the downtown business district of the city, combining the advantages of an urban location with a peaceful, park-like set-ting of broad lawns, shaded paths, and quiet plazas.

Off-campus facilities include the Arthur J. Dyer Observa-tory, situated on a 1,131-foot hill six miles south.

The schools of the university offer the following degrees:

College of Arts and Science. Bachelor of Arts.Blair School of Music. Bachelor of Music.Divinity School. Master of Divinity, Master of Theological

Studies.School of Engineering. Bachelor of Engineering, Bachelor of

Science, Master of Engineering.Graduate School. Master of Arts, Master of Arts in

Teaching, Master of Fine Arts, Master of Liberal Arts and Science, Master of Science, Doctor of Philosophy.

Law School. Master of Laws, Doctor of Jurisprudence.School of Medicine. Master of Education of the Deaf,

Master of Health Professions Education, Master of Laboratory Investigation, Master of Public Health, Master of Science in Clinical Investigation, Master of Science in Medical Physics, Master of Science (Speech-Language Pathology), Doctor of Audiology, Doctor of Medical Physics, Doctor of Medicine.

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School of Nursing. Master of Science in Nursing, Doctor of Nursing Practice.

Owen Graduate School of Management. Master of Accountancy, Master of Business Administration, Master of Management in Health Care, Master of Science in Finance.

Peabody College. Bachelor of Science, Master of Education, Master of Public Policy, Doctor of Education.

No honorary degrees are conferred.

Mission, Goals, and ValuesVanderbilt University is a center for scholarly research, informed and creative teaching, and service to the community and society at large. Vanderbilt will uphold the highest stan-dards and be a leader in the

• questfornewknowledgethroughscholarship,• disseminationofknowledgethroughteachingand

outreach,• creativeexperimentationofideasandconcepts.

In pursuit of these goals, Vanderbilt values most highly

• intellectualfreedomthatsupportsopeninquiry,• equality,compassion,andexcellenceinallendeavors.

AccreditationVanderbilt University is accredited by the Southern Associa-tion of Colleges and Schools Commission on Colleges to award bachelor’s, master’s, professional, and doctoral degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur,Georgia30033-4097,orcall(404)679-4500forques-tions about the accreditation of Vanderbilt University.


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V ANDERBILT provides a full complement of auxiliary services to meet the personal needs of students, to make life on the campus comfortable and enjoyable, and to

provide the proper setting for academic endeavor.

Graduate Student CouncilThe Graduate Student Council (GSC) exists to enhance the overall educational experience at Vanderbilt University by promoting the general welfare and concerns of the Graduate School student body. This is achieved through the creation of new programs and initiatives to provide opportunities for growth and interaction, as well as through communication with the Vanderbilt faculty and administration on behalf of graduate students. The GSC consists of elected representatives, stand-ing committees, and an annually elected executive board. In the recent past, the GSC has helped change policies involving campus dining, free bus transportation, parking, and student health insurance. The GSC is also a member of the National Association of Graduate-Professional Students (NAGPS).

In addition to its representative function, the GSC also organizes a number of events and hosts/sponsors various projects during the year, including co-sponsoring seminars and panels with individual departments, organizing the Vanderbilt 3 Minute Thesis competition (spring semester), facilitating the Graduate Student Honor Council, planning community outreach activities, and offering many social opportunities. The GSC also awards travel grants to graduate students who wish to present their research at conferences throughout the year. All Vanderbilt Graduate School students are welcome and encour-aged to attend GSC’s monthly meetings and to get involved. For more information, visit studentorgs.vanderbilt.edu/gsc.

Barnes & Noble at VanderbiltBarnes & Noble at Vanderbilt, the campus bookstore located at 2525 West End Avenue, offers textbooks (new, used, digital, and rental), computers, supplies, Nook e-readers, dorm accessories, licensed Vanderbilt apparel, and best-selling books. Students can order online or in-store and receive course materials accurately, conveniently, and on time. The bookstore features extended hours of operation and hosts regular special events. Visitors to the bookstore café can enjoy Starbucks coffees, sandwiches, and desserts while studying. Free customer parking is available in the 2525 garage directly behind the bookstore. For more information, visit vubookstore.com, follow twitter.com/BN_Vanderbilt, find the bookstore on Facebook at facebook.com/VanderbiltBooks, or call (615) 343-2665.

The Commodore CardThe Commodore Card is the Vanderbilt student ID card. It can be used to access debit spending accounts, VU meal plans, and campus buildings such as residence halls, libraries, academic buildings, and the Vanderbilt Recreation and Wellness Center.

ID cards are currently issued at the Commodore Card Office, 184 Sarratt Student Center, Monday through Friday from 8:30 a.m. to 4:30 p.m. For more information, go to vanderbilt.edu/cardservices.

Please note: Card Services will be moving its operation during summer 2014. If you plan to visit the office in the July–August

time frame, please check the Card Services website to confirm whether the office has moved. Card Services’ new office will operate from the historic home located next to McTyeire Hall and across from the Zerfoss Student Health Center.

Eating on Campus Vanderbilt Campus Dining operates several restaurants, cafes, and markets throughout campus that provide a variety of food. The two largest dining facilities are Rand Dining Center in Rand Hall (connected to Sarratt Student Center) and The Ingram Commons dining hall. Six convenience stores on cam-pus offer grab-and-go meals, snacks, beverages, and groceries. All units accept the Vanderbilt Card and Meal Plans. Graduate student Meal Plans are offered at a discount. For more infor-mation, hours, and menus, go to vanderbilt.edu/dining.

HousingTo support the housing needs of new and continuing graduate and professional students, the Office of Housing and Residential Education provides a Web-based off-campus referral service (apphost1a.its.vanderbilt.edu/housing/Main/). The referral service lists information about housing accommodations off campus. The majority of listed rental properties are close to the campus. Cost, furnishings, and conditions vary greatly. For best choices, students seeking off-campus housing should visit the office or consult the website by early July for suggestions and guidance. The website includes advertisements by landlords looking spe-cifically for Vanderbilt-affiliated tenants, as well as by Vanderbilt students looking for roommates. Listings are searchable by cost, distance from campus, number of bedrooms, and other param-eters. Students may also post “wanted” ads seeking roommate or housemate situations. On-campus university housing for graduate or professional students is not available.

Change of AddressStudents who change either their local or permanent mailing address are expected to notify school and university registrars immediately. Candidates for degrees who are not in residence should keep the school and University Registrar informed of current mailing addresses. To change or update addresses, go to registrar.vanderbilt.edu/academicrec/address.htm.

International Student and Scholar ServicesInternational Student and Scholar Services (ISSS), located in the Student Life Center, fosters the education and develop-ment of nonimmigrant students and scholars to enable them to achieve their academic and professional goals and objec-tives. ISSS provides advice, counseling, and advocacy regard-ing immigration, cross-cultural, and personal matters. ISSS supports an environment conducive to international educa-tion and intercultural awareness via educational, social, and cross-cultural programs.

ISSS provides immigration advising and services, includ-ing the processing of immigration paperwork, to more than 1,500 international students and scholars. The office works with admission units, schools, and departments to gener-ate documentation needed to bring nonimmigrant students

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and scholars to the U.S. Further, ISSS keeps abreast of the regulations pertaining to international students and scholars in accordance with the Department of Homeland Security (Bureau of Citizenship and Immigration Services) and the Department of State. ISSS coordinates biannual orientation programs for students and ongoing orientations for scholars, who arrive throughout the year.

To help promote connection between international students and the greater Nashville community, ISSS coordinates the First Friends program, which matches international students with Americans both on and off campus for friendship and cross-cul-tural exchange. The weekly World on Wednesday presentations inform, broaden perspectives, and facilitate cross-cultural under-standing through discussions led by students, faculty, and staff. International Education Week in the fall provides the campus with additional opportunities to learn about world cultures and to celebrate diversity. The International Lens Film Series brings more than forty international films to campus each year. ISSS provides a range of programs and activities throughout the year to address a variety of international student needs and interests. These programs include International Orientation Leaders and a selection of holiday parties. The Southern Culture Series is an opportunity for students to experience Southern culture in nearby cities such as Memphis, Chattanooga, and Atlanta.

Obtaining Information about the UniversityNotice to current and prospective students: In compliance with applicable state and federal law, the following information about Vanderbilt University is available:

Institutional information about Vanderbilt University, including accreditation, academic programs, faculty, tuition, and other costs, is available in the catalogs of the colleges and schools on the Vanderbilt University website at vanderbilt.edu/catalogs. A paper copy of the Undergraduate Catalog may be obtained by contacting the Office of Undergraduate Admis-sions, 2305 West End Avenue, Nashville, Tennessee 37203-1727, (800) 288-0432, (615) 322-2561, [email protected]. Paper copies of the catalogs for the graduate and professional schools may be available from the individual schools.

Information about financial aid for students at Vanderbilt University, including federal and other forms of financial aid for students, is available from the Office of Student Financial Aid on the Vanderbilt University website at vanderbilt.edu/financialaid. The Office of Student Financial Aid is located at 2309 West End Avenue, Nashville, Tennessee 37203-1725, (615) 322-3591 or (800) 288-0204.

Information about graduation rates for students at Vander-bilt University is available on the Vanderbilt University web-site at virg.vanderbilt.edu. Select “Factbook,” then “Student,” then “Retention/Graduation Rates.” Paper copies of informa-tion about graduation rates may be obtained by writing the Office of the University Registrar, Vanderbilt University, PMB 407701, 2301 Vanderbilt Place, Nashville, Tennessee 37240-7701 or by calling (615) 322-7701.

The Vanderbilt University Annual Security Report on univer-sity-wide security and safety, including related policies, procedures, and crime statistics, is available from the Vanderbilt University Police Department on the university website at police.vanderbilt.edu/annual-security-report. A paper copy of the report may be obtained by writing the Vanderbilt University Police Department, 2800 Vanderbilt Place, Nashville, Tennessee 37212 or by calling (615) 343-9750. For more information, see “Vanderbilt Univer-sity Police Department” in the following section of this catalog.

A copy of the annual Equity in Athletics Disclosure Act Report on the Vanderbilt University athletic program partici-pation rates and financial support data may be obtained by writing the Vanderbilt University Office of Athletic Compli-ance, 2601 Jess Neely Drive, P.O. Box 120158, Nashville, Ten-nessee 37212 or by calling (615) 322-7992.

Information about your rights with respect to the privacy of your educational records under the Family Educational Rights and Privacy Act is available from the Office of the University Registrar on the Vanderbilt University website at registrar.vanderbilt.edu/academicrec/privacy.htm. Paper copies of this information about educational records may be obtained by writing the Office of the University Registrar, Vanderbilt University, PMB 407701, 2301 Vanderbilt Place, Nashville, Tennessee 37240-7701 or by calling (615) 322-7701. For more information, see “Confidentiality of Student Records” in the following section of this catalog.

Bishop Joseph Johnson Black Cultural CenterThe Bishop Joseph Johnson Black Cultural Center (BJJBCC) represents one of Vanderbilt University’s numerous efforts at acknowledging and promoting diversity. It does so by providing educational and cultural programming on the black experience for the entire Vanderbilt community. Dedicated in 1984, the center is named for the first African American student admitted to Vanderbilt University in 1953, Bishop Joseph Johnson (B.D. ’54, Ph.D. ’58).

One of the center’s aims is to provide cultural program-ming. It sponsors lectures, musical performances, art exhibi-tions, films, and discussions on African and African American history and culture. The center also provides an office space for a scholarly journal, the Afro-Hispanic Review, edited by Vanderbilt faculty and graduate students.

Another of the center’s aims is student support and development. The center provides meeting spaces for numer-ous Vanderbilt student groups, including the Black Student Alliance, Every Nation Campus Ministries, and Vanderbilt Spoken Word. The center works with students on a wide range of campus projects and community service opportunities. The center also serves as an informal haven for students, with plenty of opportunities for fellowship and food.

One additional aim of the center is community outreach and service. To this end, the center reaches out to civic and cultural groups. The BJJBCC facilitates tutoring and mentor-ing activities for young people from the Metro Nashville Pub-lic Schools, the YMCA, and other community agencies. VU students serve as tutors and mentors to young people in the Edgehill community. The center also helps promote student recruitment by hosting various pre-college groups.

The center houses a computer lab, a small library, a seminar room, an auditorium, a student lounge area, and staff offices. The center is open to all Vanderbilt students, faculty, and staff for programs and gatherings.

Margaret Cuninggim Women’s CenterAs part of the Office of the Dean of Students, the Margaret Cuninggim Women’s Center welcomes all members of the Vanderbilt community to take part in our events and resources related to women’s and gender topics. Our Gender Matters program offers co-curricular programming aimed to increase awareness of the influence that gender has in our lives; in addition, Gender Matters provides individual support and advocacy around a variety of issues, including gender

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stereotyping, gender equity, students with children, body image, eating disorders, pregnancy and reproduction, sexual health, and more. The Women’s Center is open Monday through Friday, 8 a.m. to 5 p.m., and is located at 316 West Side Row. For more information, please call (615) 322-4843 or visit vanderbilt.edu/WomensCenter.

Office of LGBTQI LifeAs a component of Vanderbilt’s Office of the Dean of Students, the Lesbian, Gay, Bisexual, Transgender, Queer, and Intersex (LGBTQI) Life office is a welcoming space for individuals of all identities and a resource for information and support about gender and sexuality. LGBTQI Life serves the entire Vanderbilt community through education, research, programming, support, and social events. Visitors are invited to use our DVD library for resources around LGBTQI issues and culture. In addition, LGBTQI Life conducts tailored trainings and consultations for the campus and community and coordinates the Safe Zone Ally program. The Office of LGBTQI Life is located in the K. C. Pot-ter Center, Euclid House, 312 West Side Row. For more informa-tion, please visit vanderbilt.edu/lgbtqi.

Office of the University Chaplain and Religious LifeThe Office of the University Chaplain and Religious Life provides opportunities to explore and practice religion, faith, and spirituality and to more deeply understand one’s personal values and social responsibility via educational programming, encounters with various faith perspectives, and engagement with religious and spiritual communities. The office welcomes and serves all students, faculty, and staff and provides an intel-lectual home and ethical resource for anyone in the Vanderbilt community seeking to clarify, explore, and deepen understand-ing of their lives and/or faith.

Recognizing the importance of exploring one’s faith in community, the office facilitates opportunities for individuals of a shared faith to worship/practice their particular religious tradition. Whether guided by one of our affiliated chaplains or a student-run religious organization, these groups foster a sense of community and common values. For a complete listing of campus religious groups, resources, services, and programming opportunities, visit vanderbilt.edu/religiouslife.

Schulman Center for Jewish LifeThe 10,000-square-foot Ben Schulman Center for Jewish Life is the home of Vanderbilt Hillel. The goal of the center is to pro-vide a welcoming community for Jewish students at Vanderbilt and to further religious learning, cultural awareness, and social engagement. Vanderbilt Hillel is committed to enriching lives and enhancing Jewish identity. It provides a home away from home, where Jews of all denominations come together, united by a shared purpose. The Schulman Center is also home to Grin’s Cafe, Nashville’s only kosher and vegetarian restaurant. For further information about the Schulman Center, please call (615) 322-8376 or email [email protected].

Parking, Vehicle Registration, and Alternative TransportationParking space on campus is limited. Motor vehicles operated on campus at any time by students, faculty, or staff must be registered with the Office of Traffic and Parking located in the Wesley Place garage. A fee is charged. Parking regulations are published annually and are strictly enforced. More informa-tion is available at vanderbilt.edu/traffic_parking.

Bicycles must be registered with the Vanderbilt University Police Department.

All graduate and professional students can ride to and from the Vanderbilt campus free of charge on Nashville’s Metro-politan Transit Authority buses. To use this service, a valid student ID card is required for boarding the bus.

Psychological and Counseling CenterAs part of the Vanderbilt University Medical Center, the PCC supports the mental health needs of all students to help them reach their academic and personal goals. Highly skilled and multidisciplinary staff collaborates with students to provide evidence-based treatment plans tailored to each individual’s unique background and needs. The PCC also emphasizes prevention through outreach and consultation focused on the development of the skills and self-awareness needed to excel in a challenging educational environment.

The PCC’s psychologists, licensed counselors, and psychi-atric medical providers are available to any Vanderbilt student and address a range of student needs including stress manage-ment, crisis intervention, substance abuse counseling, manage-ment of medications, individual counseling, group counseling, biofeedback, emergency assessments, and psychiatric assess-ment and treatment. The PCC provides a team approach to the care of students with eating disorders and students who have experienced trauma as well as students needing both counsel-ing and medication management. There is an on-call provider after hours and on weekends for emergency calls.

The PCC provides screening and full assessment when indicated for ADHD and learning disorders as well as assess-ment and support for reading and study skills.

A prevention program regarding substance use called BASICS is provided by the PCC. Students who have questions about their level of use may request an assessment through BASICS to learn more about risk related to substance use.

Students are encouraged to make contact with the PCC prior to the start of the school year if they have a history of mental health care needs. This will help facilitate the transition of care and ensure that students are fully aware of PCC resources. Contact the center at (615) 322-2571 for more information.

There is no charge for services with the exceptions of reduced fees for LD/ADHD screening and assessment. Over the course of a year, approximately 20 percent of the Vander-bilt student population will seek out the services of the PCC.

Throughout the year, the PCC outreach coordinator and other PCC staff also produce presentations, including educa-tional programs, thematic presentations, and special events, focused on education of the Vanderbilt community about mental health issues and resources. The PCC is proud to provide a program focusing on suicide prevention and mental health awareness at Vanderbilt called MAPS: Mental Health Awareness and the Prevention of Suicide.

For more information, visit medschool.vanderbilt.edu/pcc.

Project Safe CenterThe Project Safe Center (PSC) partners with students, fac-ulty, and staff to create a campus culture that rejects sexual misconduct and sexual violence, and serves as a resource for all members of the Vanderbilt community. Operating under the auspices of the Office of the Dean of Students, the center is charged with supporting survivors of sexual violence and engaging the campus community in bystander intervention efforts and sexual assault prevention.

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The Green Dot Campaign, a bystander intervention program used on the campuses of colleges and universities nationwide, and Vanderbilt University’s Personal Empower-ment Through Self Awareness (VU PETSA), an online educa-tion module addressing the issue of power-based violence, are available through the PSC. A 24/7 resource and support hotline is also available through the center at (615) 322-SAFE (7233).

The Project Safe Center located at 304 West Side Row is open Monday through Friday, 8:00 a.m. to 5:00 p.m. For more information, call (615) 322-6400 or visit vanderbilt.edu/projectsafe.

Student Health CenterThe Student Health Center provides primary care services for students and is staffed by physicians, nurse practitioners, nurses, and a lab technician. The Student Health Center provides services similar to those provided in a private physician’s office or HMO, including routine medical care, specialty care (e.g. nutrition and sports medicine), and some routine lab tests. Most of the services students receive at the Student Health Center are pre-paid, but those services that are not are the responsibility of students to coordinate with their health insurance.

When the university is in session, during fall and spring semesters, the Student Health Center is open Monday through Friday from 8:00 a.m. to 4:30 p.m., and Saturdays from 8:30 a.m. to noon. Students should call ahead to schedule an appointment at (615) 322-2427. Students with urgent problems will be seen on a same-day basis. They will be given an appointment that day, or “worked in” on a first-come, first-served basis if no appoint-ments are available.

Emergency consultations services (at (615) 322-2427) are available 24 hours a day, 7 days a week from on-call profession-als. For more detailed information on the services available at the Student Health Center and information on other health-related topics, please visit the Student Health Center website at medschool.vanderbilt.edu/student-health.

Immunization RequirementsThe State of Tennessee requires certain immunizations for all students on university campuses. As such, Vanderbilt Uni-versity will block student registration for those who are not in compliance with the requirements.

The requirements include:1. Varicella vaccine (two injections) is required for all stu-

dents who have not had documented chickenpox. Any waivers for this vaccine are very strict, and include only certain religious or medical exemptions that must be approved by the medical director of the Student Health Center. For more information regarding this waiver, please call the director’s assistant at (615) 322-2254 or email [email protected].

2. Measles, mumps, and rubella (2 injections) for all incom-ing students. Any waivers for this vaccine are very strict, and include only certain religious or medical exemp-tions that must be approved by the medical director of the Student Health Center. For more information regarding this waiver, please call the director’s assistant at (615) 322-2254 or email [email protected].

The Student Health Center requires all incoming students to complete a Health Questionnaire that includes further infor-mation regarding the state-mandated vaccinations, as well as information on other strongly recommended vaccinations.

Information regarding this Health Questionnaire is com-municated to students by email after admission to Vanderbilt University. This Health Questionnaire must be returned to the Student Health Center by June 1 with vaccination information.

Students should go to medschool.vanderbilt.edu/ student-health/immunization-requirements in order to access more information regarding the immunization requirements. This site also contains links to the PDFs of the required forms.

All vaccines can be administered at either a private pro-vider office or at the Student Health Center.

Student Injury and Sickness Insurance PlanAll students registered in degree programs for 4 or more credit hours, or who are actively enrolled in research courses (including but not limited to dissertation or thesis courses) that are designated by Vanderbilt University as full-time enrollment are required to have health insurance coverage. The university offers a sickness and injury insurance plan that is designed to provide hospital, surgical, and major medical benefits. A brochure explaining the limits, exclusions, and benefits of insurance coverage is available to students online at gallagherstudent.com/vanderbilt or medschool.vanderbilt.edu/student-health/student-health-insurance

The annual premium is in addition to tuition and is auto-matically billed to the student’s account. Coverage extends from August 12 until August 11 of the following year, whether a student remains in school or is away from the university.

A student who does not want to subscribe to the insur-ance plan offered through the university must complete an online waiver process at gallagherstudent.com/vanderbilt. This process must be completed by August 1 for students enrolling in the fall for annual coverage. Newly enrolled students for the spring term must complete the online waiver process by January 2. The online waiver process indicating comparable coverage must be completed every year by August 1 in order to waive participation in and the premium for the Student Injury and Sickness Insurance Plan.

Family Coverage: Students who want to obtain coverage for their families (spouse, children, or domestic partner) may do so at gallagherstudent.com/vanderbilt. Additional premiums are charged for family health insurance coverage and cannot be put on a student’s VU account.

International Student CoverageInternational students and their dependents residing in the United States are required to purchase the university’s interna-tional student injury and sickness insurance. If you have other comparable insurance and do not wish to participate in the Student Injury and Sickness Insurance Plan offered through the university, you must complete an online waiver form (gallagherstudent.com/vanderbilt) indicating your other insur-ance information. This online waiver form must be completed no later than September 7 or you will remain enrolled in the plan offered by the university and will be responsible for paying the insurance premium. This insurance is required for part-time as well as full-time students.

Services for Students with DisabilitiesVanderbilt is committed to the provisions of the Rehabilitation Act of 1973 and Americans with Disabilities Act as it strives to be an inclusive community for students with disabilities. Students seeking accommodations for any type of disability


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are encouraged to contact the Equal Opportunity, Affirmative Action, and Disability Services Department. Services include, but are not limited to, extended time for testing, assistance with locating sign language interpreters, audiotaped textbooks, physical adaptations, notetakers, and reading services. Accom-modations are tailored to meet the needs of each student with a documented disability. The Equal Opportunity, Affirmative Action, and Disability Services Department also investigates alleged violations of Vanderbilt’s nondiscrimination and anti-harassment policies. Specific concerns pertaining to services for people with disabilities or any disability issue should be directed to the Disability Program Director, Equal Opportunity, Affir-mative Action, and Disability Services Department (EAD), PMB 401809, 2301 Vanderbilt Place, Nashville, Tennessee 37240-1809; phone (615) 322-4705 (V/TDD); fax (615) 343-0671; vanderbilt.edu/ead.

Student Records (Family Educational Rights and Privacy Act)Vanderbilt University is subject to the provisions of federal law known as the Family Educational Rights and Privacy Act (also referred to as FERPA). This act affords matriculated students certain rights with respect to their educational records. These rights include:

1. The right to inspect and review their education records within 45 days of the day the University receives a request for access. Students should submit to the University Registrar written requests that identify the record(s) they wish to inspect. The University Registrar will make arrange-ments for access and notify the student of the time and place where the records may be inspected. If the University Registrar does not maintain the records, the student will be directed to the University official to whom the request should be addressed.

2. The right to request the amendment of any part of their education re-cords that a student believes is inaccurate or misleading. Students who wish to request an amendment to their educational record should write the University official responsible for the record, clearly identify the part of the record they want changed, and specify why it is inaccurate or mislead-ing. If the University decides not to amend the record as requested by the student, the student will be notified of the decision and advised of his or her right to a hearing.

3. The right to consent to disclosures of personally identifiable informa-tion contained in the student’s education records to third parties, except in situations that FERPA allows disclosure without the student’s consent. These exceptions include:

• Disclosuretoschoolofficialswithlegitimateeducationalinterests.A“school official” is a person employed by the University in an adminis-trative, supervisory, academic or research, or support-staff position (including University law enforcement personnel and health staff); contractors, consultants, and other outside service providers with whom the University has contracted; a member of the Board of Trust; or a student serving on an official University committee, such as the Honor Council, Student Conduct Council, or a grievance committee, or assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility.

• Disclosuretoparentsifthestudentisadependentfortaxpurposes.• Disclosuretoappropriateindividuals(e.g.,parents/guardians,spous-

es, housing staff, health care personnel, police, etc.) where disclosure is in connection with a health or safety emergency and knowledge of such information is necessary to protect the health or safety of the student or other individuals.

• Disclosuretoaparentorlegalguardianofastudent,informationregarding the student’s violation of any federal, state, or local law, or

of any rule or policy of the institution, governing the use or possession of alcohol or a controlled substance if the University has determined that the student has committed a disciplinary violation with respect to the use or possession and the student is under the age of 21 at the time of the disclosure to the parent/guardian.

FERPA provides the University the ability to designate certain student information as “directory information.” Directory information may be made available to any person without the student’s consent unless the student gives notice as provided for, below. Vanderbilt has designated the follow-ing as directory information: the student’s name, addresses, telephone number, email address, student ID photos, major field of study, school, classification, participation in officially recognized activities and sports, weights and heights of mem-bers of athletic teams, dates of attendance, degrees and awards received, the most recent previous educational agency or institution attended by the student, and other information that would not generally be considered harmful or an invasion of privacy if disclosed. Any student who does not wish disclosure of directory information should notify the University Registrar in writing. No element of directory information as defined above is released for students who request nondisclosure except as required by statute.

The request for nondisclosure does not apply to class ros-ters in online class management applications, or to residential rosters—or rosters of groups a student may join voluntarily—in online, co-curricular engagement applications, or rosters of other information on the websites of student organizations that a student may join. Neither class rosters in online class management applications, nor residential rosters in online co-curricular engagement applications, are available to the public.

As of January 3, 2012, the U.S. Department of Education’s FERPA regulations expand the circumstances under which students’ education records and personally identifiable informa-tion (PII) contained in such records—including Social Security Numbers, grades, or other private information—may be accessed without consent. First, the U.S. Comptroller General, the U.S. Attorney General, the U.S. Secretary of Education, or state and local education authorities (“Federal and State Authorities”) may allow access to student records and PII without consent to any third party designated by a Federal or State Authority to evaluate a federal- or state-supported educa-tion program. The evaluation may relate to any program that is

“principally engaged in the provision of education,” such as early childhood education and job training, as well as any program that is administered by an education agency or institution.

Second, Federal and State Authorities may allow access to education records and PII without consent, to researchers per-forming certain types of studies, in certain cases even when the University objects to or does not request such research. Federal and State Authorities must obtain certain use-restriction and data security promises from the third parties that they autho-rize to receive PII, but the Authorities need not maintain direct control over the third parties.

In addition, in connection with Statewide Longitudinal Data Systems, State Authorities may collect, compile, perma-nently retain, and share without student consent, PII from education records, and may track student participation in education and other programs by linking such PII to other personal information that they obtain from other Federal or State data sources, including workforce development, unem-ployment insurance, child welfare, juvenile justice, military service, and migrant student records systems.

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If a student believes the University has failed to comply with FERPA, he or she may file a complaint using the Stu-dent Complaint and Grievance Procedures as outlined in the Student Handbook. If dissatisfied with the outcome of this pro-cedure, students may file a written complaint with the Family Policy Compliance Office, U.S. Department of Education, 400 Maryland Avenue SW, Washington, DC 20202-5920.

Questions about the application of the provisions of the Family Educational Rights and Privacy Act should be directed to the University Registrar or to the Office of General Counsel.

Vanderbilt DirectoryIndividual listings in the online People Finder Directory con-sist of the student’s full name, school, academic classification, local phone number, email address, local address, box number, and permanent address.

Student listings in the People Finder Directory are avail-able to the Vanderbilt community via logon ID and e-pass-word. Students may choose to make their online People Finder listings available to the general public (i.e., viewable by anyone with access to the Internet), to add additional contact informa-tion such as cell phone, pager, and fax numbers, or to block individual directory items.

Students who have placed a directory hold with the University Registrar will not be listed in the online directory. Directory information should be kept current.

Students may report address changes, emergency contact information, and missing person contact information via the Web by logging in to YES (Your Enrollment Services) https://yes.vanderbilt.edu and clicking on the Address Change link.

Vanderbilt Child and Family CenterThe Vanderbilt Child and Family Center supports the health and productivity of the Vanderbilt community by providing resource and referral services and quality early childhood educa-tion and care to the children of faculty, staff, and students. The center’s website at childandfamilycenter.vanderbilt.edu provides information concerning child care, elder care, summer camps, tutoring services, and school-age child care. Parents in a Pinch and the Vanderbilt Sitter Service provide back-up care options for dependents of all ages and evening, night, and weekend care.

The Child Care Center serves children ages six weeks through five years. Applications for the waiting list may be downloaded from the website. The Family Center offers a monthly lunchtime series, Boomers, Elders, and More, and a caregiver support group.

Vanderbilt University Police DepartmentThe Vanderbilt University Police Department, (615) 322-2745, is a professional law enforcement agency dedicated to the pro-tection and security of Vanderbilt University and its diverse community (police.vanderbilt.edu).

The Vanderbilt University Police Department comes under the charge of the Office of the Vice Chancellor for Adminis-tration. As one of Tennessee’s larger law enforcement agen-cies, the Vanderbilt University Police Department provides comprehensive law enforcement and security services to all components of Vanderbilt University including the academic campus, Vanderbilt University Medical Center, Vanderbilt Health at One Hundred Oaks, and a variety of university-owned facilities throughout the Davidson County area.

The Police Department includes a staff of more than one hundred people, organized into four bureaus: Office of the Chief, Administrative Services, Support Services, and Patrol (Main Campus and Medical Center). All of Vanderbilt’s com-missioned police officers have completed officer training at a state-certified police academy and are required to complete on-the-job training as well as attend annual in-service training. Vanderbilt police officers hold Special Police Commissions and have the same authority as that of a municipal law enforcement officer, while on property owned by Vanderbilt, on adjacent public streets and sidewalks, and in nearby neighborhoods. When a Vanderbilt student is involved in an off-campus offense, police officers may assist with the investigation in cooperation with local, state, or federal law enforcement. The department also employs non-academy-trained officers called community service officers (commonly referred to as CSOs) who lend assistance 24/7 to the Vanderbilt community through services that include providing walking escorts, providing jump starts, and unlocking cars. For non-emergency assistance from a community service officer, dial (615) 322-2745 (2-2745 from an on-campus extension).

The Vanderbilt University Police Department provides several services and programs to members of the Vanderbilt community:

Vandy Vans—The Vanderbilt University Police Depart-ment administers the Vandy Vans escort system at Vanderbilt University. The Vandy Vans escort system provides vehicular escorts to designated locations on campus. The service consists of vans that operate from 5:00 p.m. to 5:00 a.m. GPS technol-ogy allows students to track Vandy Vans on their route via computer or mobile phone, and to set up text message alerts to let them know when a van will be arriving at their stop.

Stop locations were chosen based on location, the accessibil-ity of a secure waiting area, and student input. Signs, freestand-ing or located on existing structures, identify each stop. A walking escort can be requested to walk a student from his/her stop to the final destination. A van is also accessible to students with mobility impairments. For complete information about the Vandy Vans service, including routes, stops, and times, please visit vandyvans.com or call (615) 322-2558.

As a supplement to the Vandy Vans van service, walking escorts are available for students walking to and from any loca-tion on campus during nighttime hours. Walking escorts are provided by VUPD officers. The telephone number to call for a walking escort is (615) 421-8888, or 1-8888 from a campus phone, after which, a representative from VUPD will be dispatched to the caller’s location, or to a designated meeting point to accom-pany the caller to his or her destination.

Emergency Phones—Emergency telephones (Blue Light Phones) are located throughout the university campus, medi-cal center, and 100 Oaks.

Each phone has an emergency button that when pressed automatically dials the VUPD Communications Center. An open line on any emergency phone will activate a priority response from an officer. An officer will be sent to check on the user of the phone, even if nothing is communicated to the dispatcher. Cooperation is essential to help us maintain the integrity of the emergency phone system. These phones should be used only for actual or perceived emergency situations.

An emergency response can also be activated by dialing 911 from any campus phone. Cell phone users can dial (615) 421-1911 to summon an emergency response on campus. Cell phone users should dial 911 for off-campus emergencies. Callers should be prepared to state the location from which they are calling.


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Security Notices—In compliance with the U.S. Depart-ment of Higher Education and the Jeanne Clery Act, Security Notices are issued to provide timely warning information con-cerning a potentially dangerous situation on or near Vander-bilt University. This information is provided to empower our students and employees with the information necessary to make decisions or take appropriate actions concerning their own personal safety. Security Notices are distributed through-out Vanderbilt to make community members aware of signifi-cant crimes that occur at the university. They are distributed through Vanderbilt email lists and through the department’s webpage, police.vanderbilt.edu/crime-info/crime-alerts.

Educational and Assistance Programs—The Community Relations Division of Vanderbilt University Police Depart-ment offers programs addressing issues such as sexual assault, domestic violence, workplace violence, personal safety, RAD (Rape Aggression Defense) classes, and victim assistance. VUPD provides additional services including property registra-tion (for bikes, laptops, etc.), lost and found, weapons safe-keeping, and Submit a Crime Tip. For further information on available programs and services, call (615) 322-2558 or visit police.vanderbilt.edu.

Additional information on security measures and crime sta-tistics for Vanderbilt is available from the Vanderbilt University Police Department, 2800 Vanderbilt Place, Nashville, Tennessee 37212. Information is also available at police.vanderbilt.edu.

Annual Security Report—The Vanderbilt University Annual Security Report is published each year to provide you with information on security-related services offered by the univer-sity and campus crime statistics in compliance with the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act and the Tennessee College and University Security Information Act.

This booklet is prepared with information provided by the Nashville Metropolitan Police Department, the Department of Student Athletics, Office of the Dean of Students, the Office of Housing and Residential Education, and the Vanderbilt Uni-versity Police Department. It summarizes university programs, policies, and procedures designed to enhance personal safety for everyone at Vanderbilt.

A copy of this report may be obtained by writing or calling the Vanderbilt University Police Department, 2800 Vanderbilt Place, Nashville, Tennessee 37212 or by telephone at (615) 343-9750. This report may also be obtained on the website at police.vanderbilt.edu/annual-security-report.

Extracurricular Activities

Student CentersA variety of facilities, programs, and activities are provided in four separate student center locations—Alumni Hall, Kissam Center, Sarratt Student Center|Rand Hall, and the Student Life Center.

Sarratt Student Center|Rand Hall is the main student center hub, housing a 300-seat cinema, art gallery, art studios, multicultural space, rehearsal rooms, large lounge spaces, large and small meeting spaces, and a courtyard. The facility is also home to Vanderbilt Student Communications, radio station, TV station, Last Drop Coffee Shop, and the Pub at Overcup Oak restaurant. Rand Hall houses the Rand Dining Center, campus store, student-operated businesses, the Anchor (stu-dent organization space), a multipurpose venue, meeting and

seminar rooms, plus large, open lounge space. Some of the offices located in Sarratt Student Center|Rand Hall include the Dean of Students, Greek Life, Leadership, and the Office of Active Citizenship and Service. Also included in this facility is a Ticketmaster™ outlet.

The Vanderbilt Student Life Center is the university’s com-munity keystone. It is both the fulfillment of students’ vision to have a large social space on campus and a wonderful comple-ment to Sarratt Student Center|Rand Hall. The Student Life Center has more than 18,000 square feet of event and meeting space, including the 9,000-square-foot Commodore Ballroom, which is one of the most popular spaces to have events on cam-pus. The center is also home to the Center for Student Profes-sional Development, International Student and Scholar Services, Global Education Office, and Vanderbilt International Office.

Alumni Hall is a recent addition to the Vanderbilt student centers family, although it was actually the original student center on campus when the building opened in 1925. Re-opened in fall 2013 after a yearlong renovation that transformed every space in the facility, Alumni Hall has returned to its role as a student center after serving other purposes over the years. In the newly renovated Alumni Hall, students now have access to an exercise room as well as several new meeting and event spaces and a new dining option known as Bamboo Bistro. Offices in the building include the Tutoring Center, Writing Studio, and the new Vanderbilt Institute of Digital Learning.

Opening in fall 2014, Kissam Center will be the fourth stu-dent center, located near the new Warren College and Moore College residential living-learning communities. A completely new facility, Kissam Center will be home to more meeting and event spaces as well as another dining option for students on campus.

Recreation and SportsGraduate and professional students are encouraged to participate in the many physical activity classes, intramurals, and sport clubs offered by the university. All students pay a mandatory recreation fee which supports facilities, fields, and programs (see the chapter on Financial Information). Spouses must also pay a fee to use the facilities.

Physical activity classes offered include racquetball, fly fish-ing, and lifeguarding/CPR/first aid, along with rock climbing and kayaking. Forty-five sport clubs provide opportunity for participation in such favorites as sailing, fencing, rugby, and various martial arts.

The university recreation facilities include gymnasiums, tracks, and two softball diamonds. The three lighted multi-purpose playing fields are irrigated and maintained to assure prime field conditions.

The Vanderbilt Recreation and Wellness Center is 289,000 square feet and houses a 36 meter x 25 yard swimming pool; four courts for basketball, volleyball, and badminton; six racquetball and two squash courts; a four-lane bowling alley; more than 14,000 square feet of weight/fitness room space; a wood-floor activity room; a rock-climbing wall; a mat room; seven multipurpose rooms; locker rooms; and a wellness center. The field house includes a 120 yard turf field surrounded by a 300 meter indoor track. An outside sand volleyball court and an Outdoor Recreation facility complement the VRWC. The facil-ity is available for varsity teams, intramural sports, club sports, and informal recreation.

For additional information, please visit vanderbilt.edu/recreationandwellnesscenter.

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THE Vanderbilt University School of Medicine admin-isters degree programs that provide students with the knowledge, skills, and attitudes they will need to

practice safe, effective, ethical, evidence-based, and patient-centered health care in the 21st century, and to contribute to the knowledge base supporting it.

Mission of the SchoolThe mission of Vanderbilt University School of Medicine is

to improve human health. To achieve this goal, we will:

• Preparephysicians,scientists,andeducatorsforposi-tions of worldwide leadership;

• Discoveranddisseminatenewknowledgethatadvancesunderstanding of health and disease;

• Providecompassionate,personalizedpatientcareofthe highest quality in service to our local, national, and global communities;

• Embraceacultureoflifelonglearning,innovation,andcontinuous improvement;

• Createadiverseandbroadlyinclusivecommunityoffaculty, staff, and students that enriches our learning environment and ensures excellence in research and patient care;

• NurtureandprotectVanderbilt’suniquelegacyofcooperation, collegiality, and mutual respect;

• Fosterthepersonalandprofessionalgrowthofallmem-bers of the Vanderbilt community, as we continuously strive to realize full potential.

The school’s mission includes the education of physicians at all levels of their professional experience: medical school; postgraduate education, including basic science and clinical training; and continuing education and professional develop-ment for the practicing physician. In addition several master's level and two additional doctoral degrees in health care profes-sions are offered.

Vanderbilt University Medical Center acts as a classroom for trainees and serves as a laboratory for clinical research. Faculty members teach the practice of exemplary patient care at all levels; model programs of health care delivery, at primary, secondary, and tertiary levels; and fulfill the school’s responsibility for community service.

In addition to teaching, members of the medical school faculty have a complementary responsibility to generate new knowledge through research. At Vanderbilt, research encompasses basic scientific questions, issues in clinical care, questions related to the health care system, and scholarship in the medical education process itself. Vanderbilt is recognized as one of the leaders in research among medical schools in the United States.

Honor SystemThe Honor System at Vanderbilt University School of Medi-cine is conducted by students for the benefit of students, faculty, staff, and patients. The Honor System, as delineated by the Honor Code, requires students to conduct themselves with honor in all aspects of their lives as physicians-in-training.

By demanding great responsibility, the Honor System fosters an environment of freedom and trust that benefits the entire medical school. In signing this statement upon enrollment, each student agrees to participate in the Honor System and abide by its code.

As representatives of the Vanderbilt University School of Medicine and the medical profession, students pledge to con-duct themselves with honor and integrity at all times. Both the Promotions Committees and Honor Council serve to protect the environment of trust created by this Honor System. The Promotions Committees periodically evaluate each student’s performance with special attention to work and conduct appropriate for the practice of medicine. The Honor Council serves to educate the student body about their responsibili-ties outlined in the written code; to conduct investigations and hearings regarding reported violations of the code; and to decide the nature of penalties deemed appropriate for such violations. Decisions reached by the Honor Council do not preclude the discussion of reported violations by the Promo-tions Committee, as the Committee may examine these inci-dents in the larger context of a student’s general performance.

The Honor CodeAll students pledge to conduct themselves honorably, profes-sionally, and respectfully in all realms of the Medical Center and in all aspects of medical education and patient care. Under the Honor System, the student pledges that he or she neither gives nor receives unauthorized aid nor leaves unreported any knowledge of such aid given or received by any other student. Unauthorized aid includes the use of any examinations from previous semesters that have not been pre-approved by the course director and made readily available to all other students taking the course. This pledge applies to all course work, examinations, and presentations, or any other activities required for the awarding of the M.D. degree. This pledge encompasses all clinical work involving patient care and representations of patient care information. Any student taking a course in the School of Medicine, regardless of where registered, is under the jurisdiction of the Honor Council of Vanderbilt University School of Medicine (VUSM) and subject to the penalties it may impose.

Constitution of the Honor Council

Article I—Name The name of the council shall be the Honor Council of Vanderbilt

University School of Medicine.

Article II—Purpose1. To receive and evaluate evidence of Honor Code violations and to

assure against false accusations.2. To determine guilt or innocence.3. To forward to the dean of the School of Medicine appropriate penal-

ties for the guilty.

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Article III—Membership and Officers1. A faculty member shall be appointed by the dean of the School of

Medicine as the Honor Council adviser. His/her roles include ensuring that all the rules are followed. In the case of an accusation, he/she will decide with the chair of the Honor Council whether there is sufficient evidence to proceed with a trial after a formal investigation has been carried out

2. The first, second, third, and fourth year classes shall elect two rep-resentatives to the Honor Council. These representatives may hold additional offices in the class.

3. The vice president of the fourth year class shall be chair of the Honor Council. He or she will appoint the secretary of the Honor Council from among the eight elected representatives.

Article IV—Duties of Officers1. It shall be the duty of the chair to preside at all meetings of the honor

council, to arrange for the hearing of any student accused, and to perform all duties common to his or her office.

2. The secretary shall keep full minutes of all meetings and full proceed-ings of all hearings, which must be kept in permanent files. The sec-retary shall notify all members of all hearings, meetings, and retreats and shall perform any other related duties.

Article V—Meetings1. One regular meeting shall be held within four weeks of the start of the

school year. At this meeting, the chair of the Honor Council and the faculty adviser will explain the duties and procedures of the Honor Council to the members.

2. Special meetings may be called by the chair at any time and must be called within ten (10) working days when requested by two or more members of the Honor Council.

3. All meetings shall be conducted according to Roberts Rules of Order, Newly Revised.

4. A meeting by the Honor Council to re-evaluate and review the Honor Code should be convened a minimum of every four years.

Article VI—Quorum Five members of the Council of nine shall constitute a quorum.

Article VII—Hearings 1. A hearing shall be called by the chair of the Honor Council, if appropriate. 2. The accuser and the accused must be present at all hearings during

the presentation of evidence and the accused has a right to question the accuser and any witnesses and make a statement to the Council.

3. Legal counsel will not be allowed for any party at a hearing, but the accused may have present a character witness or non-legally trained faculty adviser if he or she so chooses.

4. Any member of the Honor Council related by birth or marriage to the accused or the accuser or who has any other personal interest in the hearing shall relieve himself/herself from participation in that hearing.

5. The proceedings of the hearing are confidential and any member pres-ent at the hearing is not at liberty to discuss them with anyone other than the members of the Honor Council present at the hearing or other persons with a legitimate need to know, e.g., law enforcement agents.

6. Upon completion of the review of evidence, the Honor Council in closed executive session shall reach a decision of “guilty” or “not guilty” of violation of the Honor Code by simple majority vote. The Honor Council shall make its determination using a standard of proof "beyond a reasonable doubt." The chair has a vote in all decisions unless contraindicated by Roberts Rules of Order.

7. Written notice of the decision will be sent to the accused and to the dean of the School of Medicine. The dean will also receive the vote count, a written summary of the case, and an oral report of the case from the chair. The Promotions Committee will not be notified unless

a verdict of “guilty” has been found. In the case of a “guilty” verdict, the Promotions Committee will receive a written summary of the proceedings. The written summary also will be kept in the permanent records of the Honor Council.

8. When the Honor Council reaches a decision of “guilty,” the penalty, representing the majority opinion of the Honor Council, shall be sent to the dean of the School of Medicine. The recommended penalties should conform to the severity of offenses and may include expulsion from the School of Medicine.

Article VIII—Publicity1. Each new student entering the School of Medicine will be informed

by the Honor Council as to the functions of the Honor System and his or her obligations to the Honor Code. Each student will be provided a copy of the Constitution and Bylaws of the Honor System and the Honor Code.

2. At the commencement of each academic year, all students shall reaffirm their commitment to the Honor System by signing the Honor Code.

3. Names of the members of the Honor Council will be made known to all students upon commencement of each academic year. The Honor Council members will be accessible to any student to address concerns or questions regarding protocol, violations, or other Honor Council issues.

4. All written examinations will include a blank space where students will be required to freehand write the statement, “I continue to abide by the Honor Code.” The student must sign below the statement. All written examinations must contain the student’s written statement and signature to be considered complete.

Article IX—Miscellaneous In case a student withdraws from the School after a charge has been

made against him or her and before the hearing, the Honor Council shall record the facts and the accused shall not be allowed to re-enter until he or she has had a hearing before the Honor Council.

Article X—Amendments Amendments to this Constitution shall require for their adoption the

approval of a majority of the total membership of the Honor Coun-cil and ratification by a majority of the voting student body. These amendments must be approved by the dean of the School of Medi-cine and the faculty adviser before becoming final.

Bylaws

Article I—Reporting an Incident1. If a student or an instructor has reason to believe that a breach of the

Honor Code has been committed, he/she must, within seven class days, report the incident in signed written form in one of the following ways:

A. Directly to the chair of the Honor Council, or B. By way of the faculty adviser who will notify the chair of the

Honor Council, or C. To any member of the Honor Council, who will report

directly and only to either the chair or the faculty adviser.2. Failure to take action on an incident is a breach of the Honor Code.

Students are required to report in writing any suspected violations of the Honor Code.

3. Once an incident is reported, it shall be the responsibility of the Honor Council, not the student or instructor, to investigate the incident and determine the next course of action. The student or instructor who reports a violation is charged with maintaining confidence of his or her accusation; the accused is also required to maintain the confidence of

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the accusation and the hearing. Such confidence can be broken only as required in response to law enforcement agencies and to assure access to appropriate advice.

4. Perjury before the dean or any Honor Council member regarding the reporting of or investigation of an incident is a breach of the Honor Code and is subject to punishment.

5. Once an incident has been reported, the chair and the faculty adviser will meet to discuss the incident. The chair shall appoint a commit-tee of two members from the Honor Council to investigate the case and report its findings to the faculty adviser and the chair. These two members shall be ineligible to vote. At the conclusion of the investiga-tion, the chair and faculty adviser will then decide whether to convene the Honor Council. If the decision is made to convene the Honor Council, the student in question will be notified that he/she has been formally accused of a violation of the Honor Code. The Honor Council should be convened within ten class days from the initial reporting of the incident. Both the accuser and the accused will be notified of the nature of the charge as well as the time and place of the assembly of the Honor Council.

6. Once the Honor Council is assembled, the accusation will be pre-sented by the chair, and a hearing will be held by the Honor Council.

7. A student who reports a personal Honor Code violation will be given consideration for his/her initiative in reporting his/her own transgres-sion. The chair, with advice of the faculty adviser, will decide if an investigation is warranted.

Article II—Penalties1. Penalties given to those declared “guilty” will be recommended by the

Honor Council and enforced by the dean of the School of Medicine as he or she sees fit. The final decision and penalty will be reported by the dean to the student involved, to the reporting individual, and to the Honor Council.

2. Penalties may range from the minimum of failure of the assignment to the maximum of expulsion from the Vanderbilt University School of Medicine.

3. If the violation was committed under extenuating circumstances, the Honor Council may, by a majority vote, recommend a suspension of the sentence. However, suspension of the sentence shall in no way alter the findings of “guilt” under the Code.

Article III—AppealsAppeals to any final actions that result from Honor Council hearings can

be made with a petition to the Vanderbilt University Appellate Review Board as follows:

A. The appeals petition must be in writing. B. It must specify the grounds for appeal. C. It must be filed within seven class days of the original

notification of the verdict or within two weeks if school is not in session for seven days following the notification.

Article IV—Summer Honor Council 1. The Summer Council will have official functions from the day following

university Commencement exercises until the day class registration begins for the fall semester.

2. The Summer Council will be composed of the representatives of the rising second- through fourth-year classes as designated. The eighth and ninth members will be appointed by the faculty adviser from the rising student body.

3. In the event that a designated member will not be in Nashville during the summer, then the respective class president should appoint a member of his or her class, who will be in Nashville, to be approved by the Honor Council,.

4. In the event that the designated chair will not be in Nashville during the summer, then the faculty adviser should recommend a chair from the members of the Summer Council subject to council approval.

Standards of Behavior for Interactions with Medical Students1

Statement of StandardsIn practice, physicians are held to high standards of profes-sionalism and patient care. The medical learning environment is expected to facilitate students’ acquisition of the professional and collegial attitudes necessary for effective, caring, and compassionate health care. The development and nurturing of these attitudes requires mutual respect between teachers (including faculty, residents, and staff) and students, and between each student and his or her fellow students.2 Mutual respect between student and teacher, and between fellow stu-dents, may be expressed in many ways but all interactions shall include honesty, fairness, and evenhanded treatment. Behavior which is inimical to the development of mutual respect shall be prohibited. Such behavior may include but is not limited to:

(1) Harassment of a sexual nature;

(2) Discrimination or harassment based on race, sex, religion, color, national or ethnic origin, age, disability, military service, sexual orientation, or gender identity.

(3) Grading, promoting, or otherwise evaluating any student on any basis other than that student’s performance or merit. 1 All Vanderbilt University policies concerning medical student interactions with faculty and staff as set forth in the Vanderbilt University Student Handbook, the Faculty Manual, and the Staff Manual remain in full force and effect.

2 By their express terms, these Standards apply only to interactions which involve one or more medical students; however, it is hoped that these Standards will serve as a guide to all members of the Vanderbilt University Medical Center community. The reporting procedure outlined herein shall apply only to allegations of the violation of these Standards in interactions involving medical student(s).

CommentsThe following delineates more clearly the behavior enumer-ated above which may be inimical to the development of mutual respect between students and teacher and between fellow students. For purposes of these Comments, the term “person” shall refer to a student in interactions between fellow students or, in student-teacher interactions, to the student or teacher, as appropriate.

(1) Harassment of a sexual nature may include:a. Denying the opportunity for training or rewards

because of a student’s gender;b. Requesting sexual favors in exchange for grades or

other awards;c. Making unwanted sexual advances;d. Unreasonable and inappropriate sexual or sexist

conduct directed towards any person;e. Displaying in an unreasonable and inappropriate

manner sexually suggestive or pornographic materials; or

f. Grading or evaluating a student based upon gender rather than performance and merit.

(2) Discrimination and harassment may include:a. Denying the opportunity for training or rewards

because of a student’s age, race, religious affilia- tion, or any other attribute of the student other than merit or performance;

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b. Unreasonable and inappropriate conduct directed towards any person which is intended to insult or stigmatize that person;

c. Exclusion of a student from any usual and reasonable expected educational opportunity for any reason other than as a reasonable response to that student’s performance or merit;

d. Requiring a student to perform personal services such as shopping or babysitting;

e. Showing favoritism among students based upon any attribute of the student(s) other than performance or merit and thereby reducing educational opportunities available to the nonfavored student(s); or

f. Grading or evaluating a student based upon any attribute of a student other than that student’s perfor mance and merit;

g. Any physical mistreatment, such as hitting, slapping or kicking, or threatening such physical mistreatment;

h. Requiring a student to perform menial tasks with the intent to humiliate the student.

Any perceived violation of these Standards of Behavior (“Standards”) may be reported in accordance with the fol-lowing procedure. Violations of these Standards may subject the offender to disciplinary action. These Standards may be amended at any time by the Executive Faculty. The Standards Committee shall be composed of such members as the dean shall appoint from time to time.

Reporting ProcedureWhen a student feels that he or she has been mistreated, the student is encouraged to report the incident to the medical school’s ombudsman. The ombudsman is introduced to the students during orientation and is not a member of the admin-istration, nor a director of a major medical school course. He works closely with Vanderbilt’s Equal Opportunity, Affirma-tive Action, and Disabilities Services (EAD) office to handle all reported incidents of mistreatment. The ombudsman carefully reviews each incident with the student and develops an action plan accordingly. Students are fully protected from retribution in all cases. The ombudsman has the full support of the medical school administration in handling these delicate matters.

Vanderbilt University School of Medicine Compact Between Teachers and Learners

PreambleAs a community of teachers, learners, physicians, and physi-cians-in-training, we acknowledge the fundamental importance of our professional values in creating and maintaining an envi-ronment that promotes the highest standard of learning and the highest quality of patient care. The following principles charac-terize this environment and guide us in making daily decisions: Respect, Service, Integrity, Accountability, Scholarship, and Compassion. Recognizing that in an academic community we are teachers and learners simultaneously, we make the following commitments with the understanding that each applies to all of us, regardless of our status as faculty, resident, or student.

Commitments of Teachers•Wewillrespectstudents,colleagues,staffandpatientsas

individuals.‡

•Wewillstrivetoprovidethehighestqualityinstruction,by preparing adequately for all teaching sessions, using evidence-based content, arriving on time, and admit-ting any gaps in knowledge. We will strive for continu-ous improvement in our teaching efforts by responding to feedback and evaluation.

•Wewilldemonstraterespectforourlearnersbyturn-ing off cell phones and silencing pagers during ses-sions we teach, unless they are required for service responsibilities.

•Wewillclearlyexpresslearningobjectivesforallcoursesand teaching sessions, and understand how these promote the learning objectives of the school. We will clearly define any specific academic and behavioral expectations for our classes.

•Wewillbeawareofinstitutionalandnationalpolicies,such as duty hours, and make sure that our expecta-tions are consistent with those policies.

•Wewillnotdemandthatourlearnerstakeactionsthatare inconsistent with professional ethics. We will assign tasks that are appropriate for stage of learning, level of responsibility, and status as students. If an assigned task conflicts with the personal ethics of a learner, we will discuss this with the student and attempt to resolve the conflict in a manner that respects the student while plac-ing priority on the interests and well-being of the patient.

•Wewillrecognizetheresponsibilitiesimplicitinourrolesas mentors and coaches, and in the spirit of cultivating excellence in our learners, provide timely and construc-tive feedback.

•Wewillrecognizeourstatusasrolemodels,andinourinteractions with patients, staff, and students, we will exhibit the same standard of professional behavior that we expect from others.

•Weacknowledgethattheteacher-learnerrelationshipisa model for the doctor-patient relationship, and will strive to know our students as individuals, answer their correspondences promptly, exercise concern for their well being, and treat them with compassion.

•Wewillrespecttheintellectualpropertyofothersandwill use online resources, such as Knowledge Map, in a manner that is consistent with that respect.

•Wewilldemonstratehonestyandintegrityinallacademicendeavors, including examinations, research efforts, and patient care entries.

•Wewillstrivetocreateacultureofsafety.Thiscultureincludes evaluation for disclosure, event analysis, and process change when a safety concern is identified.

Commitments of Learners•Wewillrespectstudents,colleagues,staffandpatientsas

individuals‡•Wewillstriveforexcellenceinattainingtheknowledge,

attitudes and skills needed for the highest standard of patient care.

•Wewillattendalllearningsessionsdesignatedasrequiredby our teachers, which will include all patient presenta-tions and small group sessions. We will demonstrate respect towards teachers and peers by arriving on time, turning off cell phones, silencing pagers, and complying with other specific expectations defined by the faculty.

•Wewillwearappropriateattire.Intheclassroomsetting,it should not cause distraction and in the presence

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of patients, whether in classroom or clinical settings, it should comply with patient expectations and the standards published by the institution.*

•Wewillworkeffectivelyinteams,respectingthecon-tributions of all members, assuming a fair share of responsibility, and performing leadership tasks with a sense of service to others.

•Wewillacknowledgeandseekhelpwhenanassignedclini-cal task is beyond our level of skill. If an assigned task conflicts with personal ethics, we will discuss this with the supervising physician and strive to reach a resolution that places priority on the interests of the patient.

•Wewillrecognizeourobligationsasacollegialcom-munity, sharing knowledge and assisting peers in their quest to achieve professional and personal goals. We will assist our colleagues in distress.

•Wewillestablishthehabitofcriticalreflection,acknowl-edge gaps in our knowledge, recognize our limitations, and strive for constant self-improvement.


•Wewilldemonstratehonestyandintegrityinallacademicendeavors, including examinations, research efforts and patient care entries.

•Wewillstrivetocreateacultureofsafety.Wewillacceptresponsibility for errors and near-errors by disclosing them, analyzing them and implementing changes that would prevent similar events in the future.

•Inthespiritofcontinuousqualityimprovement,wewillaccept the responsibility of constructive evaluation of our courses and teachers.

AcknowledgementsThis document draws heavily from the following sources:

1. Association of American Medical Colleges, Compact Between Teachers and Learners of Medicine, http://www.aamc.org/newsroom/pressrel/compact.pdf , 11/04/2001.

2. National Board of Medical Examiners, Center for Inno-vation, The Behaviors of Professionalism, http://ci.nbme.org/professionalism/Behaviors.asp. 3/20/04

3. ABIM Foundation, ACP-ASIM Foundation, and Euro-pean Federation of Internal Medicine, Medical Profes-sionalism in the New Millennium: A Physician Charter, Annals of Internal Medicine, 136:3, 243-6, 2002.

‡ In compliance with federal law, including the provisions of Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendment of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA) of 1990, the ADA Amendments Act of 2008, Executive Order 11246, and the Uni-formed Services Employment and Reemployment Rights Act, as amended, and the Genetic Information Nondiscrimination Act of 2008 , Vanderbilt University does not discriminate against individuals on the basis of their race, sex, religion, color, na-tional or ethnic origin, age, disability, or military service, or genetic information in its administration of educational policies, programs, or activities; admissions policies; scholarship and loan programs; athletic or other university-administered programs; or employment. In addition, the university does not discriminate against individuals on the basis of their sexual orientation, gender identity, or gender expression con-sistent with the university’s nondiscrimination policy. Inquiries or complaints should be directed to Anita J. Jenious, J.D., Director; the Equal Opportunity, Affirmative Action, and Disability Services Department; Baker Building; PMB 401809, 2301 Vanderbilt Place; Nashville, TN 37240-1809. Telephone (615) 322-4705 (V/TDD); FAX (615) 343-4969.

*Vanderbilt University Medical Center dress code may be found online, at http://vumcpolicies.mc.vanderbilt.edu/E-Manual/Hpolicy.nsf/AllDocs/1E5EC2E427F2D35D8625692000758C4E

Competencies for Learners across the ContinuumThe following set of core competencies was adopted by the Undergraduate Medical Education Committee in 2009 and updated in July 2012. These competencies represent goals for medical education across the continuum, and while it is expected that students will be able to demonstrate some degree of mastery in all of them by the time of graduation, it is not expected that all graduating students will be expert in all of them. These core competencies are based on the six ACGME competencies that guide learning throughout postgraduate medical education.

I. Medical KnowledgePhysicians must understand established and evolving biologi-cal, clinical, epidemiological and social-behavioral sciences and must be able to apply this knowledge to patient care. Learners will be able to:

•MK1.Explainthebiological,behavioralandsocialfactorsthat promote health or predispose individuals to illness, and how these may be used in partnership with patients to predict, prevent or mitigate the onset of disease.

•MK2.Demonstratedeepknowledgeofthesciencesessen-tial for one’s chosen field of practice.

•MK3.Demonstrateknowledgeofthesciencesthatsupportother specialty fields as they relate to one’s own practice.

•MK4.Demonstrateknowledgeofthesciencesunderlyingthe common and important health and wellness issues affecting our society and other societies around the globe.

•MK5.Demonstrateanappreciationfortheimportanceof the sciences that underlie the effective practice of medicine and the resulting commitment to maintain an up-to-date fund of knowledge through continuous learning.

•MK6.Applyknowledgeofthescientificmethod,repro-ducible research, and experimental design in evaluating questions of interest.

•MK7.Collect,analyze,andinterpretnewinformationtoenhance knowledge in the various disciplines related to medicine.

II. Patient CarePhysicians must consistently provide care that is compas-sionate, culturally competent, safe, efficient, cost sensitive, appropriate, and effective for the treatment of illness and the promotion of health. Learners will be able to:

•PC1.Performaproblem-focusedorcompletehistoryandphysical examination as indicated, and to obtain neces-sary diagnostic studies, including imaging, laboratory and procedural tests.

•PC2.Interpretclinicalinformationandformulateaprioritized differential diagnosis that reflects the use of medical knowledge in a probabilistic reasoning process.

•PC3.Formulateamanagementplanbasedonevaluationof the scientific evidence as well as on the patient’s values, cultural background, beliefs and behaviors; criti-cally review the literature with an understanding of the levels of evidence provided by typical experimental or study designs, measurement techniques, and analyses; recognize common forms of bias.

•PC4.Implementacomprehensivemanagementplanthatwould include performing indicated procedures within the scope of one’s training


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•PC5.Utilizeknowledgesupporttoolssuchasevidence-based diagnostic criteria, management guidelines and point-of-care information resources.

•PC6.Utilizeinformaticsandhealthinformationtechnol-ogy in support of patient care in a manner that reflects understanding of their capabilities, limitations, benefits, and risks. Examples include the electronic health record, computerized physician order entry, decision support systems and messaging systems.

•PC7.Demonstrateclinicaljudgmentthatissafeandcom-mensurate for the level of training.

•PC8.Re-examineandaddresspriordecisionswhendesired outcomes are not achieved and/or the patient is dissatisfied.

III. Interpersonal and Communication SkillsPhysicians must be able to communicate in ways that result in safe, culturally sensitive, effective and respectful information exchange and create beneficial partnerships with patients, their families, and other health professionals. Learners will be able to:

•ICS1.Discusstheenduringvalueofeffectiverelation-ships and the factors that can facilitate or impede their formation, including power imbalances and social, economic, and cultural differences.

•ICS2.Demonstratesensitivitytothediversitywithwhich people perceive, think, learn, communicate, and make decisions, both individually and in groups, and an understanding of how these processes might be impacted by illness.

•ICS3.Explaintheelementsofavalidatedprovider-patientcommunication model, and demonstrate appropriate components of the model during patient interactions.

•ICS4.Discussthestrengths,limitationsandappropriateapplications of various communication modalities, and utilize verbal, non-verbal, written, electronic, graphic, synchronous, and asynchronous modalities in appropri-ate ways.

•ICS5.Discussthechallengesandopportunitiescreatedby cross-cultural communications and their potential impact on patient care, health disparities and health outcomes, and engage support systems that facilitate cross-cultural communication.

•ICS6.Discusstheelementsofeffectiveteambuildingandutilize appropriate techniques to create, participate in, and lead effective teams.

•ICS7.Establishandutilizeeffectivecommunicationstrat-egies with patients, families, and healthcare colleagues, regardless of their cultural background.

•ICS8.Buildandsustaineffectiverelationshipsinawidevari-ety of settings and with persons from diverse backgrounds.

•ICS9.Effectivelymanageinterpersonalconflictandprovide and receive constructive feedback.

•ICS10.Disclosemedicalerrortopatients,familiesandhealth care providers in a manner that is truthful, sensi-tive, responsible, constructive and supportive.

IV. ProfessionalismPhysicians must possess the knowledge, skills and attitudes necessary to carry out professional responsibilities, adhere to ethical standards and establish and maintain productive, respectful relationships with patients and colleagues. Profes-sionalism applies to formal and informal interactions in

education systems, in health care practice settings, and in the wider community. Learners will be able to:

•PR1.Discussthedutiesandobligationsofthemedicalprofession, its health care institutions and its individual practitioners to patients, communities and society.

•PR2.Placetheprimacyofthepatientinallhealthcareendeavors.

•PR3.Workforamorejusthealthcaresystem,includingthe ability to advocate effectively on behalf of individual patients and patient populations.

•PR4.Discusstheprinciplesofbiomedicalethicsandapplythese principles in practical contexts.

•PR5.Demonstratehonestyandtransparencyinalldeal-ings with patients, learners, and colleagues.

•PR6.Complywiththeprofessionalandlegalstandardsthat safeguard patient confidentiality.

•PR7.Discusstheconceptssurroundingconflictofinterestand competing priorities; identify and manage these in ways that maintain the primacy of patient interests and the health of the public.

•PR8.Demonstratecompassionandrespectforallpersons regardless of differences in values, beliefs and experiences.

•PR9.Demonstrateawarenessofthevulnerabilityofpatients and the inherent power differentials in organi-zational and interpersonal relationships, and respect the boundaries that define therapeutic relationships.

•PR10.Seekexcellenceinallprofessionalendeavors.

V. Practice-Based Learning and ImprovementPhysicians must be able to continuously improve patient care by investigating and evaluating outcomes of care and by engaging in learning activities which involve critical appraisal and assimilation of scientific evidence and application of relevant knowledge to individual patients and populations. To demonstrate competence in practice-based learning and improvement, each learner will be able to:

•PBLI1.Systematicallycollect,monitor,andanalyzedatadescribing current performance at the individual, team and/or systems levels in an effort to achieve the highest possible quality of care.

•PBLI2.Continuouslypursueknowledgeregardingbestpractices and optimal patient outcomes.

•PBLI3.Comparedataaboutcurrentperformanceattheindividual, team, and/or systems level with expected outcomes, and identify and implement the learning strategies needed to improve performance.

•PBLI4.Developandimplementimprovementprojectsusing a systematic approach that employs the principles of improvement science.

•PBLI5.Recognize,acknowledgeandanalyzemedicalerrors and devise system-based strategies that would prevent similar errors in the future.

VI. Systems-Based PracticePhysicians must understand and respond to the larger context and system of health care and effectively call on system resources to provide care that is of optimal value. Learners will be able to:

•SBP1.Explainwhyhealthcareofoptimalvalueissafe,effective, patient-centered, culturally sensitive, timely, efficient, and equitable.

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•SBP2.Explainbasicprinciplesofsystemsscienceandtheways in which people, processes, technology and policy combine to form systems.

•SBP3.Describethebasicorganizationofhealthcaresystems, including the various relationships between patients, providers, practices, institutions, insurers and benefits managers, community health organizations, federal and state regulators, accrediting bodies, profes-sional organizations, licensing boards, the pharmaceuti-cal and biotechnology industries, and legislators.

•SBP4.Compareandcontrastthelocalsystemsinwhichacute patient care and health maintenance are provided, such as emergency departments, outpatient clinics, hospi-tals, mental health clinics, public health clinics, pharma-cies, etc.; coordinate patient care within these systems.

•SBP5.Describedifferenthealthprofessionals’rolesandresponsibilities within the health care delivery system and maximally utilize the capabilities of all healthcare team members to achieve optimal patient outcomes.

•SBP6.Discussthekeyelementsofleadership,manage-ment and organizational behavior and how these elements apply in teams, healthcare organizations, and society; demonstrate these in one’s own leadership roles.

•SBP7.Describehowpublichealthandhealthpolicyshapethe nature of our healthcare system and discuss how and when clinicians must interact with public health officials and policymakers.

•SBP8.Explainrisk,complexity,resilienceandrelatedconcepts that influence the performance of humans and the systems in which they work.

•SBP9.Design,analyzeandevaluatehealthcaremicro-systems, and propose interventions that will improve quality, safety and cost-effectiveness.

Center for Experiential Learning and Assessment (CELA)The Center for Experiential Learning and Assessment (CELA) provides an educationally rich simulation environment for training our students and other health care professionals to practice the highest quality clinical care. Simulation technol-ogy has now become a standard for medical education, surgi-cal training, and health care team training. Such programs have resulted in improved performance, quicker response time, and less deviation from practice standards. Healthcare simulators increase trainee confidence and competence, improve patient safety, and can also yield cost and process efficiencies. Our work is grounded in theory-based research and informed by the best educational practices for competent clinical practice. CELA is also instrumental in conducting rigorous research that extends our knowledge and practice of experiential learning and assessment by simulations. The center consists of three programs: the Program in Human Simulations, the Simulation Technologies Program, and the Program in Advanced Anatomy and Simulated Skills. The first program brings the traditional standardized patient methods toward a broader use of simulations involving all aspects of human interaction in medicine. The Simulation Technologies Program emphasizes the sophisticated use of computers, task trainers, virtual reality and mannequin-based technologies to simulate clinical challenges. The Program in Advanced Anatomy and Simulated Skills is possible thanks to cadaveric gifts made through the Anatomical Donations Program. All

programs provide both unique and integrated approaches to training our medical students in a safe and effective educa-tional environment.

Graduate Medical EducationVanderbilt University Medical Center has built a strong reputa-tion as a national and international leader in medical education of health professionals, research in medical science, and patient care. Residency training began at Vanderbilt University Medical Center with just twelve residents in 1925. Now, VUMC trains almost 1,000 house staff in more than 80 accredited residency and fellowship programs.

Residency Training Students preparing for the practice of medicine usually spend three or more years in residency training in order to be able to sit for the certification examination in their chosen specialty. Such supervised experiences at Vanderbilt cover an incred-ibly broad range of specialties and allow the learner to gain graduated responsibility with the ultimate goal of independent practice. Vanderbilt attracts highly qualified candidates from diverse backgrounds, ensuring a house staff that is devoted to delivering safe, high-quality patient care, to succeeding in their chosen discipline, and to teaching other learners in the process.As a result, the house staff take their responsibility in medical student teaching as both an honor and a privilege and devote considerable time to the medical students.

In addition to their primary responsibilities at Vanderbilt Uni-versity Medical Center (including Vanderbilt University Hospital, Monroe Carell Jr. Children’s Hospital at Vanderbilt, the Vander-bilt Psychiatric Hospital, and The Vanderbilt Clinic), the residents also work in a variety of other clinical settings across Nashville including the Veterans Administration Hospital, St. Thomas Midtown (formerly Baptist Hospital), and St. Thomas West, with supervision by outstanding faculty in each setting.

Vanderbilt University Medical Center (VUMC) is a major referral center and consequently has a patient population with complex pediatric, medical and surgical problems. The Veterans Administration Hospital, adjacent to VUMC, serves veterans and their families from throughout the mid-south and is an important component of the teaching program. All physicians at the VA Hospital are full-time faculty members of the School of Medicine.

Post-Residency Clinical FellowshipsAfter residency training, many physicians choose to pursue further subspecialization through a clinical fellowship. Fellows admitted to these programs must have completed an approved residency program. These training programs have as their goal the training of physicians for practice and certification in a medical subspecialty. As with the residents mentioned above, the fellows are expected to participate in departmental activities related to teaching, clinical services, and research and serve as another outstanding resource for medical student education.


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Office for Continuous Professional DevelopmentVanderbilt University School of Medicine and Vanderbilt University Medical Center recognize a major commitment to the continuous professional development of Vanderbilt and community physicians and others in the health professions. At Vanderbilt, continuing medical education is considered an important part of the continuum of medical education which is initiated in the undergraduate experience, progresses through graduate medical education, and matures in ongoing continuing medical education and continuing professional development. The Division of CME sponsors learning oppor-tunities for physicians and other members of the health care team that will enable them to provide the very best possible care to their patients and perform optimally in their other professional responsibilities as measured by improvements in competence, performance, and patient health status. In 2014, the Vanderbilt University School of Medicine Division of CME was awarded Accreditation with Commendation by the Accreditation Council for Continuing Medical Education (ACCME), recognizing demonstrated engagement with the quality improvement enterprise in a way that supports physi-cian learning and quality patient care.

Vanderbilt has also been recognized by the Multi-Specialty Board of the American Board of Medical Specialties (ABMS) as a certified site for the Maintenance of Certification (MOC) Portfolio Program. The MOC Portfolio Program was estab-lished by ABMS to permit institutions such as Vanderbilt to provide support to physicians who are pursuing Maintenance of Certification Part IV projects, thus aligning physicians’ performance improvement requirements with the institution’s performance improvement goals. The Vanderbilt MOC Port-folio Program is a collaborative effort of the Office of Quality, Safety and Risk Prevention, the Informatics Center, and the Office for Continuous Professional Development.

Inquiries about CME or MOC should be directed to the Office for Continuous Professional Development or to depart-ments and divisions about specific programming.

History of the SchoolThe first diplomas issued by Vanderbilt University were to sixty-one doctors of medicine in February of 1875, thanks to an arrangement that recognized the University of Nashville’s medical school as serving both institutions. Thus, Vanderbilt embraced a fully-organized and functioning medical school even before its own campus was ready for classes in October of that year.

The arrangement continued for twenty more years, until the school was reorganized under control of the Board of Trust. In the early days, the School of Medicine was owned and operated as a private property of the practicing physi-cians who composed the faculty and received the fees paid by students—a system typical of medical education in the United States at the time. Vanderbilt made no financial contribution to the school’s support and exercised no control over admis-sion requirements, the curriculum, or standards for gradua-tion. After reorganization under the Vanderbilt Board in 1895, admission requirements were raised, the course was length-ened, and the system of instruction was changed to include laboratory work in the basic sciences.

The famous report of Abraham Flexner, published by the Carnegie Foundation in 1910 and afterward credited with

revolutionizing medical education in America, singled out Vanderbilt as “the institution to which the responsibility for medical education in Tennessee should just now be left.” Large grants from Andrew Carnegie and his foundation, and from the Rockefeller-financed General Education Board, enabled Vanderbilt to carry out the recommendations of the Flexner Report. (These two philanthropies, with the addition of the Ford Foundation in recent years, have contributed altogether more than $20,000,000 to the School of Medicine since 1911.) The reorganized school drew upon the best-trained scientists and teachers in the nation for its faculty. The full benefits of reorganization were realized in 1925 when the school moved from the old South Campus across town to the main campus, thus integrating instruction in the medical sciences with the rest of the university. The school’s new quarters were called “the best arranged combination school and hospital to be found in the United States.”

Rudolph A. Light Hall, completed in 1977, is a sophisticated facility for medical education and other student activities. The seven-story structure contains 209,000 square feet of space housing the latest in laboratory equipment, audio-visual and electronic teaching tools, and multi-purpose classroom space. The second-floor student lounge is designed to foster medical student interaction and to permit informal educational experi-ences—leading to the development of physicians grounded in the sciences but enlightened by humanitarian interests and understanding.

Beginning in 1996, several new degree programs became a part of the School of Medicine. These programs include courses of study in public health (1996), clinical investigation (2000), audiology (2002), medical physics (2002), laboratory investiga-tion (2004), education of the deaf (2006), speech-language pathology (2007), and health professions education (2010).

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Doctor of Medicine (M.D.)

Requirements for EntranceVanderbilt University School of Medicine seeks students with a strong background in both science and the liberal arts who will have the baccalaureate degree before matriculation. The Medical College Admission Test (MCAT) is required and used along with other observations to predict success in pre-clinical course work.

Applicants must present evidence of having satisfactorily completed all of the minimum requirements listed below by the completion of the fall semester of the application year. A semester hour is the credit value of sixteen weeks of work consisting of one hour of lecture or recitation or at least two hours of laboratory.

Biology. Eight semester hours, including laboratory, in either general biology, zoology, or molecular biology.

Chemistry. A minimum of 16 semester hours, 8 in general inorganic chemistry, including laboratory, and 8 in organic chemistry.

While a year of inorganic chemistry is designated, Vander-bilt will accept the additional 8 hours with lab in an upper level chemistry course(s) other than organic, especially if the student has placed out of the entry level course.

English and Composition. Six semester hours.Physics. Eight semester hours, including laboratory.Advanced placement credits, CLEP credits, and pass/

fail credits are not acceptable in lieu of any requirements. Advanced courses in the same discipline may be substituted for the traditional requirements when the applicant has placed out of the entry level course.

The faculty of the Vanderbilt University School of Medicine recognizes its responsibility to present candidates for the M.D. degree who have the knowledge and skills to function in a broad variety of clinical situations and to render a wide spectrum of patient care. Candidates for the M.D. degree will ordinarily have the broad preliminary preparation to enter postgraduate medical education in any of the diverse specialties of medicine. All candidates for admission must possess sufficient intellectual ability, emotional stability, and sensory and motor function to meet the academic requirements of the School of Medicine without fundamental alteration in the nature of this program. The associate dean for admissions, in consultation with the Admissions Committee of the School of Medicine, is respon-sible for interpreting these technical standards as they might apply to an individual applicant to the School of Medicine.

Recommendations for EntranceA broad experience in non-science courses is encouraged, especially experience beyond the introductory course level in areas such as English, the humanities, the arts, and the social and behavioral sciences. A major in non-science courses does not affect selection.

Selection FactorsVanderbilt University School of Medicine (VUSM) seeks to matriculate a diverse group of academically exceptional

students whose attributes and accomplishments suggest that they will be future leaders and/or scholars in medicine. To accomplish this goal, VUSM provides a review of each candi-date by multiple members of the faculty who are broadly rep-resentative of the faculty body. The committee uses a holistic approach to evaluate an array of applicant attributes, includ-ing academic excellence, personal characteristics, accomplish-ments in research, leadership, service to others, contribution to diversity (gender, race, ethnicity, sexual preference, socio-economic background, geographic origin), and participation in extracurricular activities. A criminal background check is required before matriculation.

Medical College Admission TestThe Medical College Admission Test is given under the auspices of the Association of American Medical Colleges and is required of applicants to Vanderbilt. It is given multiple times each year. Since the examination score is used by medical schools in the selection of applicants, candidates should take the test in the spring prior to the time application is submitted, if possible. Results of the September examination are acceptable, but will delay review of the application until scores are received.

Application Procedure for AdmissionAs a convenience to the applicant, Vanderbilt University School of Medicine participates in the American Medical College Application Service. All application materials may be obtained online through AMCAS by going to aamc.org. Appli-cations are received online by AMCAS any time after 1 June and before 1 November preceding the anticipated enrollment date the next year.

The Screening Admissions Committee evaluates the initial application received through the application service. Applicants receiving a favorable initial review are invited to submit letters of recommendation and the secondary application. The Inter-view Admissions Committee evaluates the application materi-als to decide which applicants will be invited for an interview. Interviews are conducted at Vanderbilt between September and February. The Executive Admissions Committee evaluates the application materials and interview reports to decide which applicants will be invited to join the entering class. Invitations are offered on a rolling basis from October to March.

Vanderbilt does not participate in the Early Decision Program through the American Medical College Application Service and does not have an Early Assurance Program.

Vanderbilt University School of Medicine has ten dual degree programs. For all dual degrees, except the M.D./Ph.D., the first three years are spent in the medical school program. In most cases, after year three, students begin work on their other degree program. Depending on the other program, students may complete the second degree before returning to the medical school. The dual degree program allows students to reduce the period of time required to complete each degree separately, usually eliminating one full year of study. Applica-tion is made to each program separately, and admission to both programs is required to enter a dual degree program.

A single application is made to the M.D./Ph.D. program by indicating M.D./Ph.D. degree on the AMCAS application to

Admission

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Vanderbilt University School of Medicine and completing the MSTP secondary application. The application will be reviewed by the MSTP admissions committee.

Transfer StudentsDue to Curriculum 2.0, transfer applicants will enter at the beginning of Vanderbilt's second year, but must have com-pleted their second year and be in good standing at an LCME-accredited U.S. or Canadian medical school. Opportunities for transfer are rare because of Vanderbilt's low attrition rate. For information regarding transferring to Vanderbilt, please contact the Office of Enrollment Services at (615) 322-2145 or [email protected].

Dual Degree ProgramsMedical Scientist Training ProgramThe central goal of the Medical Scientist Training Program (MSTP) at Vanderbilt University is to train leaders in aca-demic medicine. Our program is based on solid clinical and research training and is designed to foster the development of independent scientific careers. We provide students with an integrated curriculum comprising a strong core education in medicine and intensive training in scientific inquiry. Success-ful completion of the program leads to both the M.D. and Ph.D. degrees. MSTP students come from a diverse applicant pool drawn from throughout the nation and abroad.

MSTP CurriculumThe MSTP is a joint endeavor between the Vanderbilt Uni-versity School of Medicine and the Vanderbilt University Graduate School. Trainees are required to fulfill all of the requirements for both the M.D. and Ph.D. degrees. The MSTP allows both joint and alternating enrollment in the School of Medicine and the Graduate School.

The cornerstone of the Vanderbilt MSTP is training in sci-entific inquiry afforded by a rigorous Ph.D. experience. MSTP trainees usually complete the first two years of the medical curriculum prior to the initiation of research training.

Following completion of three laboratory rotations, train-ees select a laboratory and department for graduate studies. This selection is formalized before the end of the second year of medical school. Requirements for successful completion of the Ph.D. degree are the same for all students at Vanderbilt. The Ph.D. thesis must be successfully defended prior to reentry into medical school.

Most MSTP students will begin the third year of medical school in early July with the rest of the rising third-year class. In special circumstances, MSTP students may begin their third-year studies between July and December coinciding with the beginning of a clinical clerkship. Students beginning the M3 year in early July can participate fully in the medical school elective program, including additional research, during the fourth year. Those beginning later must use elective time in the M4 year to complete the required M3 clinical clerkships.

To facilitate the training of clinical investigators, we developed a distinct track within the Vanderbilt MSTP called the MSTP-Clinical Investigation Track (MSTP-CIT). The goal of the MSTP-CIT is to provide comprehensive training in science for physician scientists engaged in translational and patient-oriented research. This program is intended for

students who enter the MSTP after the third year of medical school or during residency or fellowship.

MSTP Program ActivitiesThere are a number of educational programs developed specifically for the training of physician scientists in the MSTP. A brief summary of the major activities follows.

Annual Retreat. The MSTP curriculum begins each year with a day-long retreat scheduled during the week that new students arrive on campus. The retreat provides an opportu-nity for interactions among MSTP students and faculty with a focus on cutting-edge science. Presentations are made by all students in the graduate phase of training.

Seminar Series. The MSTP Seminar Series is a student-driven, literature-based course in critical thinking guided by three faculty preceptors. The weekly seminar series is interdisciplinary in scope, with topics drawn from all areas of biomedicine. Students select the manuscripts to be presented as centerpieces of the seminars.

Clinical Preceptorship Program. The MSTP Clinical Preceptorship Program provides our students with exposure to clinical medicine during the period of research training. Each class is assigned two clinical mentors, an internist and a pediatrician, who work with the class for the duration of their graduate training. One half of the class works with the internist in the fall semester and the other works with the pediatrician, switching mentors for the spring semester.

Data Club. The MSTP Data Club provides a forum for stu-dents to discuss current research. All are invited to attend the monthly meetings, but the Data Club is particularly designed for graduate-phase MSTP students.

Leadership Workshop. The MSTP Leadership Workshop provides formal training in leadership. The main objectives are to offer students an opportunity to assess their individual lead-ership styles, discuss cases in research and clinical leadership, and receive didactic instruction in core leadership competen-cies. The workshop is held biennially in even-numbered years.

Career Development Workshop. The MSTP Career Devel-opment Workshop provides formal exposure to the variety of career paths chosen by physician scientists. The main focus of the workshop is on the interval from MSTP graduation to the completion of clinical and research training. Panel discussions focus on career options for physician scientists, the transition to independence, and work-family balance. The workshop is held biennially in odd-numbered years.

Physician Scientist Speaker Series. The Physician Scientist Speaker Series offers an opportunity for students to interact with renowned physician scientists who serve as excellent resources and role models. Speakers are invited by the students each semester to present a research seminar to the Vanderbilt community and give an after-dinner talk to the MSTP class.

Community Outreach. MSTP students direct the annual “Mini-MSTP” for local public school students to promote interest in developing physician scientist careers. Participants are exposed to clinical and research challenges that duplicate real-life events in the hospital and the laboratory. Mini-MSTP events included a visit to the Center for Experiential Learning and Assessment for an encounter with simulation technology, laboratory experiments, and interaction with MSTP students.

Advising Colleges. The Vanderbilt MSTP is organized into six advising colleges that serve as the primary advising mecha-nism for students in the program. Each advising college is led by two faculty members and includes one or two members of

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each class across all years of the MSTP. We also include 3 to 4 M.D./Ph.D. resident advisers in each college.

Student Advisory Committee (SAC). The MSTP SAC is appointed annually by the students to provide advice to the MSTP Leadership Team about all aspects of program admin-istration and curriculum. Two-to-three students from each class serve for two-year terms on the SAC. The SAC has been instrumental in MSTP student recruitment and development of several new curricular programs for the MSTP.

Financial SupportFunding for tuition and stipend is available for those who gain admission to the Medical Scientist Training Program. A train-ing grant from the NIH supports about twenty-five percent of the expenses for the MSTP; the remainder comes from the Dean’s Office, basic science and clinical departments, and philanthropy.

Other Dual Degree Programs

M.D./J.D.Students must apply separately to both the Vanderbilt Univer-sity School of Medicine and the Vanderbilt Law School and be accepted by both programs to pursue the dual M.D./J.D. degree.

Ideally, students will apply for joint degree status before enrolling in either program. However, medical students may elect to apply for admission to the joint degree program at any time during their first three years in the medical school. Law students who apply to the medical school during their first year in the law program may also be considered for the joint degree.

Joint degree students will complete both degrees in six years, saving one year in school, as medical school ordinarily takes four years and law school takes three.

M.D./M.S. in Biomedical EngineeringStudents must apply separately to both the Vanderbilt Uni-versity School of Medicine and the Department of Biomedical Engineering in the Vanderbilt University School of Engineer-ing and be accepted by both programs to pursue the joint M.D./M.S. in biomedical engineering degree.

Ideally, students will apply for joint degree status before enrolling in either program. However, medical students may elect to apply for admission to the joint degree program at any time during their first three years in the medical school.

Joint degree students will complete both degrees in five years, saving one year in school, since ordinarily medical school takes four years and the M.S. in biomedical engineering two years.

M.D./M.S. in Biomedical InformaticsStudents must apply separately to both the Vanderbilt Univer-sity School of Medicine and Vanderbilt’s Biomedical Infor-matics Department and must be accepted by both programs to pursue the joint M.D./M.S. in biomedical informatics degree.

Ideally, students will apply for joint degree status prior to enrolling in either program. However, medical students may elect to apply for admission to the joint degree program at any time during their first three years in the medical school.

Joint degree students will complete both degrees in six years, saving one-half year in school, since medical school ordinarily takes four years and the M.S. in biomedical infor-matics two and one-half years.

M.D./M.Div. and M.D./M.T.S.Students with interest in medical and divinity degrees will have the opportunity to enroll in one of two joint degree programs. Students must apply separately to the Vanderbilt University School of Medicine and the Vanderbilt Divinity School and be accepted by both to pursue the M.D./M.Div. (M.D./Master of Divinity) or the M.D./M.T.S. (M.D./Master of Theological Studies) degree.

Ideally, students will apply for joint degree status before enrolling in either program. However, medical students may elect to apply for admission to the joint degree program at any time during their first three years in the medical school. Divinity students who apply to the medical school during their first year in the divinity program may also be considered for the joint degree.

The M.D./M.Div. joint degree program will take a total of six years for completion. This saves one year as the M.D. degree ordinarily takes four years and the Master of Divinity takes three. The Master of Divinity is a professional degree and prepares students for the practice of ministry. This program has a required field education component as part of the Master of Divinity degree requirements. In this program, students will carry 15 credit hours per semester while in the Divinity School.

M.D./M.S. in Computer ScienceStudents must apply separately to the Vanderbilt University School of Medicine and the Computer Science program in the Vanderbilt School of Engineering and be accepted by both programs to pursue the joint M.D./M.S. in computer science degree. Students must meet requirements of each program for admission.


Joint degree students will complete both degrees in five years, saving one year in school, since medical school ordinarily takes four years and the computer science program two years.

M.D./M.Ed.Education is an integral part of medicine. The word “doctor” comes from the Greek word meaning “teacher.” Whether a student chooses a career in research or clinical practice, there always will be a need to teach students, patients, and colleagues. Students who choose the M.D./M.Ed. joint degree program may be interested in patient education or in a career in an academic center working in medical education. They also may be inter-ested in leadership positions at the national level that interface with health policy and education. Education will be a large part of prevention in future medical practice.

Students must apply separately to both the Vanderbilt School of Medicine and Peabody College of Education and Human Development and be accepted by both programs to pursue the joint M.D./M.Ed. degree.

Ideally, students will apply for joint degree status before enrolling in either program. However, medical students may elect to apply for admission to the joint degree program at any time during their first three years in the School of Medi-cine. Peabody students may apply for admission to the M.D. program during their first year in the master’s program.

Joint degree students will complete both degrees in five years, saving on year in school, as medical school ordinarily takes four years and the Peabody program two years.

School of Medicine / admission

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M.D./M.P.H.Students must apply separately to the M.D. and the M.P.H. programs in the School of Medicine and be accepted by both programs to pursue the joint M.D./M.P.H. degree. Medical students may elect to apply for admission to the joint degree program at any time during their first three years in the medi-cal school.

An important component of the M.P.H. program is a mentored research investigation, which assumes a degree of student independence typically associated with fellowship or junior faculty status. Thus, acceptance into the M.P.H. program will be restricted to students who exhibit this capac-ity and will require pre-identification of a qualified faculty member willing to serve as the student’s mentor.

Joint degree students will complete both degrees in five years, saving one year in school, since medical school ordinar-ily takes four years and the M.P.H. program two years.

M.D./MBAStudents must apply separately to both the Vanderbilt Uni-versity School of Medicine and Vanderbilt’s Owen Graduate School of Managementand be accepted by both programs to pursue the joint M.D./MBA degree.

Ideally, students will apply for joint degree status prior to enrolling in either program. However, medical students may elect to apply for admission to the joint degree program at any time during their first three years in the medical school. Owen students who apply to the medical school during their first year in the MBA program may also be considered for the joint degree program.

Joint degree students will complete both degrees in five years, saving one year in school, since medical school ordinar-ily takes four years and the Owen program two years. The first three years are spent in medical school. Students spend their fourth year at the Owen School and then spend the fall semester of year five in medical school and the spring semester of year five at the Owen School.

M.D./M.A. in Medicine, Health, and SocietyIn 2008, the Vanderbilt University Faculty Senate approved a master of arts degree in Medicine, Health, and Society (MHS). The proposal for this fully interdisciplinary degree originated from the Vanderbilt University Center for Medicine, Health, and Society (CMHS), which was established in 2003. The goals of CMHS are to promote the study of health and health care in their social, cultural, and historical contexts, and to explore the interface of bioscience, technology, and the humanities.

In addition to educating outstanding clinicians, Vanderbilt University School of Medicine is committed to developing future leaders and scholars in medicine. We recognize that the current challenges facing health and health care demand leaders and scholars in many areas related to medicine. The M.A. in MHS allows selected students to extend their scholarly interests in interdisciplinary areas, although prior work in one of those areas is not required. The MHS degree provides students with additional knowledge and research experience to prepare them for academic careers focused on the politi-cal, social, economic, and cultural contexts of the practice of medicine, as well as on biomedical ethics, patient-provider relationships, and health policy.

Students must be accepted by both the Vanderbilt Univer-sity School of Medicine and the Graduate School, and accep-tance to one program will not ensure acceptance to the other.

Dual degree students will be able to enter the M.A. pro-gram after any year of medical school. If students choose to

begin their M.A. studies after the fourth year, they will be allowed to delay graduation until after completion of both degrees, as long as they are officially enrolled in the joint degree program. Requirements for the M.D. degree will be the same as those for non-joint-degree students. In nearly all circumstances, students will be able to complete requirements for both degrees in a total of five years.

Other Single Degree ProgramsCertain programs offering the doctorate degree provide

a master's degree in passing, based on successful completion of the requirements outlined under the particular degree program, below.

Professional Programs in Hearing and Speech Sciences

Doctor of AudiologyThe doctor of audiology (Au.D.) is a four-year post-baccalaureate degree which replaced the master of science degree as the require-ment for the entry-level practitioner of audiology. The doctor of philosophy degree continues to be offered to students interested in becoming teacher/investigators.

The Au.D. program is CAA accredited by the American Speech-Language-Hearing Association. Practicum sites include the Vanderbilt Bill Wilkerson Center, Odess Otolar-yngology Clinic, Veterans Affairs Medical Center, and several hospitals and practices in the metropolitan Nashville area. At present, Vanderbilt’s Au.D. program is ranked #1 in the nation by U.S. News and World Report.

The Au.D. program encourages applicants with back-grounds in such areas as communication disorders and other health-related professions, biomedical sciences, psychology, and psycholinguistics. All students must possess GRE scores consistent with Vanderbilt standards, a strong record of past academic achievement, a commitment to hearing health care, excellent oral and written communication skills, a willingness to work collaboratively, a strong work ethic, perseverance, and strong organizational and time management skills.

Please visit our website at https://www.mc.vanderbilt.edu/HSSgraduatestudies for additional information.

Master of Education of the DeafThe Department of Hearing and Speech Sciences (DHSS) offers a master of education of the deaf (M.D.E.) degree. This one- to two-year program emphasizes the development of spoken language and auditory skills for children who are able to develop those skills. The DHSS is home to a unique, interdisciplinary approach to teacher training by combining training in audiology, speech-language pathology, and deaf education. The Mama Lere Hearing School in our National Center for Childhood Deafness and Family Communication serves as the professional development school for the DHSS deaf education program. This auditory oral school for children who are deaf or hard of hearing is known for its outstanding work in the areas of speech development, auditory training, cochlear implant habilitation, language, and reading.

Students entering the Master of Education of the Deaf program are required to have an undergraduate degree in deaf education, special education, early childhood education, or general education and must have teacher certification in same. The program will be one year in length (three semesters including summer plus Maymester) for those coming in with

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a background in deaf education and two years (five semesters including summer plus Maymester) for those with no back-ground in deaf education.

Please visit our website at www.mc.vanderbilt.edu/nccdfc for additional information.

Master of Science (Speech-Language Pathology) The master’s degree program in speech-language pathology (S.L.P.) is administered through the Vanderbilt University School of Medicine and is CAA (Council on Academic Accredi-tation) accredited by the American Speech-Language-Hearing Association. The program provides clinical education leading to professional certification in speech-language pathology. The 1.5 to 2.0 calendar years (depending on background) covers at least five semesters (48-63 semester hours), including the summer ses-sion following the first calendar year of full-time study. Students without a background in communication disorders will require an extra semester. Many clinical opportunities are available throughout the program. The program culminates in a ten-week clinical or research externship at a site of the student’s choos-ing. The program exceeds American Speech-Language-Hearing Association requirements. Cochlear implant, autism courses, and education courses are a part of the curriculum for students with interests in those areas. There is also a thesis option.

Students with backgrounds in such areas as communica-tion disorders and other health related professions, biomedical sciences, psychology, and psycholinguistics are encouraged to apply. All students must possess GRE scores consistent with Vanderbilt’s standards, a strong record of past academic achievement, a commitment to perseverance, and exceptional organizational and time-management skills.

Further information regarding graduate programs in hear-ing and speech sciences may be found online at https://www.mc.vanderbilt.edu/HSSgraduatestudies.

Professional Programs in Medical Physics

Doctor of Medical PhysicsMedical physics is an applied branch of physics devoted to the application of concepts and methods from physics to the diag-nosis and treatment of human disease. Medical physicists are concerned with three primary areas of activity: clinical service and consultation, research and development, and teaching. Clinically, medical physicists are called upon to contribute scientific advice and resources to solve physical problems aris-ing in radiological medical physics. Medical physics research typically involves the development of new instrumentation and technology, the development of new medical diagnostic and therapeutic procedures, and tests using existing technolo-gies. Historically, this type of activity has been primarily in radiological imaging and radiation oncology, but now has a growing breadth of involvement throughout medicine. Many medical physicists not only provide clinical service, but also have faculty appointments at universities and colleges and are responsible for teaching future medical physicists, resident physicians, medical students, and hospital technical staff.

Vanderbilt University offers a professional doctorate in medical physics (D.M.P.). Vanderbilt offers a master of science in medical physics (M.S.M.P.) only in passing to DMP students who successfully complete the requirements for the M.S.M.P. during the first two years of the D.M.P. program. M.S.M.P.

.requirements are listed below, under Degree Requirements—Other Degrees. These interdisciplinary programs are admin-istered through the Department of Radiation Oncology and the Department of Radiology and Radiological Sciences in the School of Medicine, and involve faculty and courses from the Vanderbilt University School of Medicine, the Department of Radiology and Radiological Sciences, the Department of Radia-tion Oncology, the College of Arts and Science, the Department of Physics and Astronomy, and the School of Engineering (Department of Biomedical Engineering).

The D.M.P. program offers tracks in both radiotherapy medical physics and diagnostic medical physics. Degree requirements include 50 didactic credit hours, 6 research credit hours, and 36 hours of clinical training. The didactic and research hours are completed in years one and two, and the clinical training credit hours are completed in years three and four. The clinical medical physics experience gained in years three and four is equivalent to a two-year medical phys-ics residency.

All visiting students and applicants may access this information and more online by visiting our webpages at https://medschool.vanderbilt.edu/msmp or https://medschool.vanderbilt.edu/dmp.

Other Programs

Master of Laboratory InvestigationThe Master of Laboratory Investigation (M.L.I.) program is a three-year program offered by the School of Medicine for Vanderbilt or Meharry staff who have a B.S. or B.A. degree from an accredited institution with a GPA of 2.5, have at least six months of residency at VUMC or Meharry in a research laboratory, and who are nominated by the faculty mentor in whose lab they work with a strong letter of support. The Graduate Record Examination (GRE— no minimum manda-tory score) and an interview are required of all applicants.

The mission of the Master of Laboratory Investigation program is to enhance the academic, scientific, and technical expertise of research personnel who will continue to work in an academic research environment; to foster their professional growth; and to improve the career potentials of our bright-est and most qualified young researchers who do not wish to pursue a Ph.D.

Please visit our website at https://medschool.vanderbilt.edu/mli/?PROGRAM_ID=236 for additional information.

Master of Public HealthThe Vanderbilt Master of Public Health (M.P.H.) is an interdisciplinary program to train public health scientists and leaders dedicated to improving the public health and prevent-ing disease and disability. We offer two tracks: Epidemiology and Global Health.

The focus of the Epidemiology track is to train research-ers to perform population-based quantitative evaluation. The focus of the Global Health track is to train innovative public health leaders to manage global health initiatives and to contribute to public policy that improves global health. For both tracks, candidates with at least two years of relevant health-related experience or advanced health-related training are preferred.

A five-year joint M.D./M.P.H. degree is offered for stu-dents interested in acquiring tools needed to conceptualize and conduct rigorous research studies and those interested in

School of Medicine / Admission

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acquiring skills needed to work in international and/or low-resource settings. Students in the joint degree program apply separately to the M.P.H. program and the M.D. program.

Please visit our website at https://medschool.vanderbilt.edu/mph for additional information.

Master of Science in Clinical InvestigationThe Master of Science in Clinical Investigation (M.S.C.I.) program trains investigators in the techniques and processes utilized in patient-oriented research. This program provides direct, mentored experience in clinical investigation and, through didactic work, provides trainees with a strong founda-tion in study design, biostatistics, biomedical ethics, clinical pharmacology, human genetics, and assay methods. The pro-gram typically takes two years to complete. Graduates success-fully compete for grants such as the K-23, Clinical Associate Physician Award, R0-1, and major foundation grants.

Eligible candidates for the M.S.C.I. program include:

• board-eligiblephysiciansenrolledinafellowship program at Vanderbilt or Meharry Medical College

• residentswithprotectedtimeforresearch• Vanderbiltfacultymemberswiththeconsentoftheir

department chairs• medicalstudentsintheMedicalScholarsprogram• postdoctoralPh.D.’santicipatingacareerinpatient-

oriented research, and • Ph.D.candidatesintheNursingSchoolanticipatinga

career in patient-oriented research.

The M.S.C.I. program consists of four components: Mentored Research Apprenticeship: The core of the M.S.C.I.

program will be the completion of a mentored research project. The research must be patient-oriented and involve direct measurements on patient-derived samples or the use of investigational therapeutic or diagnostic techniques. The men-tor must be an established physician-scientist with experience in patient-oriented research. Use of the Vanderbilt University Clinical Research Center will be encouraged. The research project will account for 80 percent of the candidate’s commit-ment to the program.

Didactic Work: Candidates must complete 35 credit hours of courses covering the essentials of study design, biostatistics, ethics, drug development, and data analysis. It is expected that course work will comprise 20 percent of the candidate’s time commitment. Core courses will be provided in two formats: intense courses that meet three hours each day (e.g., 8:00 a.m. to 11:00 a.m.) for four weeks and courses that can be offered less intensively (two to four hours a week for several months). The course schedule is designed to maximize protected time for patient-oriented research.

Career Path Development: In addition to the formal curriculum, a monthly seminar series, “Clinical Scientist Career Seminars,” will permit candidates to meet successful patient-oriented researchers. Topics of discussion will include academic “rules of the road,” time management, promo-tion/tenure issues, grants management, and overall program evaluation. Candidates will hone their scientific communica-tion skills through an annual presentation at the MSCI Case Studies forum. The directors will host networking events with the candidates, clinical investigators, mentors, and visiting scientists.

Master’s Final Project: The candidate will submit a manuscript to a peer-reviewed journal, provide a completed

proposal for a federal or major foundation grant, or develop a master’s thesis based on his or her research project. Comple-tion of the thesis requirement will be evaluated by a committee composed of the trainee’s mentor, two other members selected by the candidate, and the directors of the M.S.C.I. program.

More information is available online at www.medschool.vanderbilt.edu/msci/.

Master of Health Professions EducationThe Master of Health Professions Education (M.H.P.E.) program was approved in spring 2010 with the first cohort beginning in fall 2011 and is a unique collaboration among the School of Medicine, School of Nursing, and Peabody College of Education and Human Development. The program follows an Executive MBA weekend format, in which each course meets three weekends per semester with approximately 16 contact hours per weekend. Courses earn between 2 and 4 credit hours, and students enroll in two courses, 6 credit hours, per semester. The School of Medicine awards the degree upon successful completion of the program requirements.

The M.H.P.E. program is designed to help health education professionals develop the necessary skills to lead their educa-tional enterprise through a rapidly changing health sciences environment. The program is founded on the premise that a systematic, scholarly approach is the most effective way to address educational challenges. The mission of the M.H.P.E. is to train educational leaders and scholars who will contribute to the continuous advancement of health professions educa-tion and the health professions educator community, includ-ing those from medical, nursing, pharmacy, other health sciences, and graduate biomedical schools.

The M.H.P.E. degree program provides a 36-credit-hour curriculum with emphases on: •Learningandinstruction •Curriculumdevelopment •Continuousqualityimprovement •Organizationalleadershipandinnovation •Researchdesignandanalysis

A capstone project is required for graduation. This project may be completed in a small group, in pairs, or individually, depending on its design and the needs of our learners.

More information is available online at medschool.vander-bilt.edu/mhpe/.

Visiting Students (General Information)Vanderbilt School of Medicine welcomes visiting senior medi-cal students, space permitting, into clinical electives. The visi-tor must be an enrolled fourth-year medical student in good academic standing at a U.S. medical school. Each approved student must be taking the elective for credit from his/her own school with his/her dean’s approval and must have adequate professional liability and health insurance coverage.

Visiting students may register for coursework in the School of Medicine, space permitting, with the approval of the appro-priate department and with concurrence of the course instruc-tor and the associate dean for medical student affairs. Visiting students should not contact the course directors directly. All inquiries must be made through the Registrar’s Office. Failure to apply through this office may result in denial of credit for any elective work.

Students wishing to visit at Vanderbilt School of Medicine should submit a Visiting Student Application through the

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AAMC Visiting Student Application Service (VSAS) at least eight weeks in advance of the requested rotation. For more information on VSAS, visit aamc.org/vsas or contact [email protected]. Applications are accepted beginning on April 1 and should include a picture, CV, USMLE Step 1 Score, transcript, and the appropriate fees for your VSAS application to be complete. All accepted students must confirm their participa-tion by submitting a non-refundable $150 processing fee by check or money order payable to Vanderbilt University School of Medicine. Visitors are also required to participate in an orientation with the Registrar’s Office on the first day of their rotation which will include a Bloodborne Pathogen Training Session. Visiting students may not enroll for more than eight weeks of elective work at Vanderbilt without special approval.

Meharry Medical StudentsThe Vanderbilt School of Medicine has an alliance with Meharry Medical College which allows Meharry medical students to take an unlimited number of electives at Vander-bilt, space permitting, at no additional cost. Applications may be submitted through the VSAS application program at aamc.org/vsas.

Osteopathic StudentsStudents from osteopathic medical schools may apply to Vanderbilt University School of Medicine through the Visiting Student Program. Applications will be sent to the appropriate course director for review and departmental approval. Osteo-pathic students are also required to submit a non-refundable processing fee of $150 upon approval and placement in an elective course. Applications are currently available through the School of Medicine website at medschool.vanderbilt.edu/registrar/osteopathic-students.

International Visiting StudentsVanderbilt School of Medicine does not accept students through the Visiting Student Program who are not enrolled in LCME approved medical schools. Faculty sponsorships may be available for qualified students.


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Requirements for the Doctor of MedicineCandidates for the doctor of medicine must be mature and of good moral character. They must have spent at least four years of study or its equivalent as matriculated medical students at an accredited medical school. Students accepted with advanced standing must complete at least the last two years in the Vanderbilt University School of Medicine. The maximum time for enrollment in required M.D. course work is six years, excluding time spent on an approved leave of absence or in work toward another degree. All M.D. students must:

•Havesatisfactorilycompletedthemedicalcurriculum.Vanderbilt University School of Medicine is in the process of a major curricular revision. During this transition, the specific required courses and programs vary by entering class. Please refer to the following sections for detailed requirements based on year of entry*:

•SectionA:EnteringClass2011 •SectionB:EnteringClass2012 •SectionC:EnteringClasses2013andbeyond

•HavetakenbothStep1andStep2oftheUnitedStatesMedical Licensing Examination (USMLE), and passed Step 1.

•Havenooutstandingunpaidbalanceswiththeuniver-sity, other than sanctioned educational loans.

*Any student who exits the M.D. curriculum for approved experiences (research, dual degrees, leave of absence, etc.) will encounter different course options upon return. Requirements for these students will be aligned with expectations in the year of entry by applying the closest equivalent experiences available. Such students must meet with the associate deans of medical student affairs and undergraduate medical education to clarify requirements for their degrees.

Students may not be paid for work performed as part of their elective or required course work for credit. Exceptions to this rule are made only when students are in special programs, such as students on military scholarships, students in funded M.D./Ph.D. programs, and students in the Oral Surgery program when acting as residents. Students enrolled at Vanderbilt University School of Medicine must complete required course work at VUSM or a VUSM affiliate institution, unless otherwise explicitly indicated.

It is the policy of Vanderbilt School of Medicine that students may not be supervised by a parent or family member.

Attendance Policy1. Students will be apprised of the attendance policies for a

course on the first day that the class meets. Standards will be provided in writing and in most classes will be reviewed verbally by course directors. It is the student’s responsi-bility to understand which sessions are mandatory, the definitions of excused absences and personal days, and the consequences for unexcused absences.

2. It is expected that students will arrive on time for courses and other school-related obligations and demonstrate respect for teachers, fellow students, and others while participating.

3. Unless stated otherwise, students are not required to attend general lectures in FMK courses. However, because many

topics are covered only in lectures and many exam ques-tions are derived directly from this material, attendance in lectures is strongly encouraged.

4. During the clerkships, students are excused from clinical duties so that they may attend didactic sessions. Students are strongly encouraged to attend unless there is an urgent clinical situation or one that will enrich their education.

5. Student attendance for assigned clinical duty is mandatory. Similarly, student attendance at all classroom sessions that include patients (actual or simulated) is mandatory. These sessions are not recorded for Mediasite or podcasts due to concerns regarding patient privacy.

6. Student attendance at all small group sessions is manda-tory. Small groups may include discussion or presentation sessions, team-based or case-based learning sessions, laboratory sessions, etc., as defined for individual courses.

7. Student attendance at all examinations is mandatory. If, due to extenuating circumstances, a student cannot be present for an examination, the student must notify the course administration and the associate dean for medical student affairs immediately. The student will work with course leadership/administration to make arrangements to satisfy the examination requirement. Regarding NBME shelf clerkship examinations, in special circumstances, students may be granted permission to take a missed shelf exam on the standard makeup date (8:00 a.m. on the second Tuesday after scheduled shelf).

8. Student attendance may be required at other sessions, as indicated by the course administration.

9. Excused Absences from Mandatory Sessions. Students may be excused from mandatory sessions on the basis of seri-ous health issues, family emergencies, religious holy days, or presentation of their work at meetings (other similar circumstances to be handled on a case-by-case basis). In these circumstances, students must notify the course admin-istration for each active course in which sessions would be missed in advance if they will be unable to attend a manda-tory class session. If the mandatory session is a small group, students also should notify their group facilitator and group mates. If the student will miss clinical duties, he/she must also alert the supervising resident. It is recognized that in some situations students will not be able to provide advance notice. In these circumstances, students should contact the course administration as soon as possible to explain why they were unable to attend.

10. Foundations of Medical Knowledge Phase Personal Days. It is recognized that life events that are neither serious health issues nor family emergencies may affect a student’s schedule. In these cases, students may request one or more personal days in order to miss a mandatory session. The rules that govern the use of personal days are:• Studentsmustnotifythecourseadministrationforeach

active course in which sessions would be missed in writ-ing and in advance using the appropriate Student Leave Request form. Student Leave Request forms are available online at medschool.vanderbilt.edu/registrar/forms.

Academic Program and Policies

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• Studentswhoanticipatemissingamandatorysmallgroup session due to taking a personal day must notify their group facilitator/clinical team/classmates in advance that they will not be attending.

• Studentswillbeheldresponsibleformaterialtheymisswhen taking personal days. At the discretion of the course administration, students may have to complete a make-up assignment on material they missed.

• DuringtheFMKphase,studentswillbeallowedtotakeup to a total of three (3) personal days (not more than one day per course).

• Personal Day Blackout Periods. Students may not use a personal day to extend a school holiday (not including normal weekend breaks). Also, students may not use personal days to miss mandatory sessions, including:• Examinations• Firstdayofclass• Orientation• Lastdayofclassbeforeanassessmentinablock• Othermandatorysessionsasdeterminedbycourse

leadership/administration11. Unexcused Absences from Mandatory Sessions. All absences

from mandatory sessions that are not defined above as excused or personal days are considered unexcused absences. Unexcused absences are unacceptable and will have a nega-tive effect on the student’s professionalism evaluation and/or overall grade in the class.

Student Leave Request forms are available online at medschool.vanderbilt.edu/registrar/forms. Required information includes the date, time, and reason for the leave request. The signatures of both the block/clerkship/course director and the associate dean for medical student affairs are required.

At the discretion of the senior resident and the attend-ing physician on the ward team, students may occasionally be given time off when working conditions permit. In the event such time off is expected to last longer than 24 hours, a signed Student Leave Request form must be submitted per the instructions above.

Medical Student Duty HoursIn order to encourage a well-rounded, balanced journey through the clinical years of medical school, it is the policy of Vanderbilt University School of Medicine that duty hours of medical students should reflect the general guidelines set forth for residents by the ACGME. We expect that:1. Total required educational and clinical activities should not

exceed eighty hours per week.2. Clerkship and Immersion phase students should take one

day off in seven.3. Whenever possible, we suggest that when students take

in-house call, they should be allowed to leave at noon of the following day, but should be expected to return for required didactic components of the clerkships.

It is also expected that supervising house staff and attend-ing physicians will be sensitive to student fatigue and total number of hours spent on clinical and educational activities.

Extracurricular Work or ActivitiesThe School of Medicine does not regulate the outside work or activities of its students, although it does take the firm position

of discouraging outside work. No outside commitments may be assumed by medical students that may compromise their responsibilities at the medical school. If the outside obliga-tion creates a conflict of interest, a student may be required to discontinue it.

Leaves of AbsenceA student may request a leave of absence from school for any reason (personal, research, dual degree, etc.), subject to the approval of the associate dean for medical student affairs (ADMSA). The student must submit a written request to the ADMSA, outlining the nature of the requested leave and pro-viding the starting and ending dates. The ADMSA may grant the student a leave of absence for up to one year as long as the student is in good academic standing.

A student on leave of absence may request an extension of the leave beyond one year, subject to the approval of the ADMSA. The student must submit a written request outlining the nature of the requested extension and providing a new ending date. A request for extension of a leave of absence must be submitted to the ADMSA at least three months before the ending date of the approved leave. Requests may be made for additional extensions using the process outlined above.

Students who are not in good academic standing may request a leave of absence using the request procedure described above, but approval of the leave may be granted only by the student’s Promotions Committee (the request will be presented to the Promotions Committee by the ADMSA).

Students pursuing the Ph.D. as part of the Medical Scien-tist Training Program are not required to request a leave of absence when entering the Ph.D. phase of the program.

Grading Policy for Vanderbilt School of MedicineThe Vanderbilt University School of Medicine has established a series of learning objectives for its educational program that are aligned with the competency domains described by the Accrediting Council for Graduate Medical Education (resi-dency requirements): (1) medical knowledge, (2) patient care, (3) interpersonal and communication skills, (4) professional-ism, (5) practice-based learning and improvement, and (6) systems-based practice. The ongoing growth of competency in these domains defines the successful development of the physician and occurs during medical school and throughout one’s career.

Performance across these domains is assessed in every course and program. In addition to meeting course require-ments, satisfactory performance must be maintained in each domain. Significant concern in any domain during each required course or clerkship will be brought to the attention of the student as well as the associate dean for medical student affairs early enough to allow sufficient time for remediation. A student for whom major concern persists despite coaching may be given a failing grade (F) for the course and/or may not be promoted despite satisfactory performance in other categories.

Grading scalesPass/Fail. Final grades of Pass (P), Pass* (P*), or Fail (F) will be applied in the following courses:

• AllFMKcourses• DiagnosisandTherapeuticsCourse(FCCphase)

School of Medicine / academic Program and Policies

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• Clerkshipyear(FCCphase)electives• Selectsenior-level(Immersionphase)electives• ResearchcoursesintheFMKandFCCphases• Learningcommunities

Honors/High Pass/Pass/Fail. Final grades of Honors (H), High Pass (HP), Pass (P), Fail (F) will be applied in the following courses:

• Allclerkships• ContinuityClinicalExperience/VPILafterFMKphase

An H grade will be given to students for superior or outstanding achievement in all aspects of course work and all competency domains. Ordinarily, honors grades will be given to no more than 25% of a class.

An HP grade will be given to students with superior achievement in several, but not all, aspects/domains.

A P grade will be given to students who demonstrate satis-factory achievement in all aspects/domains.

A temporary grade of P* will be given to students whose performance is marginal because of important deficiencies in some aspects of course work or some competency domains. The P* grade may be applicable for academic credit in an individual course only after approval by the student’s Promo-tions Committee, in light of the student’s complete record for the year. Upon receiving such approval, the P* grade will be recorded on the official transcript as a P. In the absence of such approval, the P* grade will be recorded on the official transcript as an F.

An F grade is given for unsatisfactory work resulting in failure. A student receiving an F in any individual competency domain will receive an F for the course or clerkship.

A grade of Incomplete is to be used only to reflect that work has not been completed. It should not be used when work has been completed but at an unsatisfactory level (i.e., work that requires remediation).

Clinician Assessments of Student PerformanceFaculty and house staff providing primary evaluations of student clinical performance will not recommend letter grades. The evaluation provided by faculty and house staff will pro-vide (1) assessments of the frequency with which each student demonstrates behavior in the various categories subject to evaluation, (2) narrative comments, and (3) an evaluation of suitability for appointment to residency on the service.

Faculty Advisers’ Roles and Responsibilities for GradingThe School of Medicine supports an active advising program for students in every year of medical school. This program supports faculty members who are selected and trained to counsel students regarding academic progress, career direc-tion, and personal well-being. In order to preserve the integrity of the assessment system and protect students from either real or perceived bias, faculty members who serve in formal advisory roles will not assign summative course or clerkship grades without the assistance of a faculty grading committee. Faculty members who serve as advisers to individual students may provide formative feedback to students as part of other teaching responsibilities. If this feedback is submitted to a course director or grading committee as part of a summative assessment process, the advising relationship will be disclosed.

Student Grievance Concerning GradesStudents should seek redress of a problem with a grade as soon as possible after receiving the grade and in no case later than six months after the event. Students with a problem should confer directly with the course director. Every effort should be made to resolve the problem fairly and promptly at this level. If the student cannot resolve the problem through discussion with the course director, the student should bring the problem, within two weeks of talking with the course director, to the attention of the associate dean for medical student affairs, who will seek to resolve the problem, consulting with the associate dean for undergraduate medical education. If resolution is still not achieved, the associate dean for medical student affairs will make a recommendation to the senior associate dean for health sciences education, who will make the final decision.

Expectations for Conduct Regarding Examinations and Work Submitted for Academic Credit

1. In order to create and maintain an academic environ-ment that promotes the highest professional standards, it is important to be transparent in the expectations of all students regarding conduct in examination settings and regarding work submitted for academic credit. As stated in the Vanderbilt SOM Honor Code, “The Honor System fosters an environment of freedom and trust that benefits the entire medical school.” It is the responsibility of the faculty and staff to help protect the trusting environment created when the students agree to and sign the Honor Code pledge.

2. In order to facilitate transparency of expectations, students will be apprised of appropriate conduct for a given course on the first day of class or during the first week that a course meets. Standards of behavior for each course will be published in the course syllabus, and course directors will explain the pertinent points (especially in regards to examinations) verbally as well.

3. It is the student’s responsibility to be aware of and to adhere to the published guidelines for each course.

Expectations for Conduct in Clerkship Examinations

• “Suspiciousbehavior”duringanexammaybecon-strued as a violation of the Honor Code. Examples include looking at the work of other students and exces-sive talking or other disruptions.

• Theuseofcellphonesisprohibitedduringtheexamina-tion period, and phones should be stowed outside of the classroom until the examination is completed. Any cell phone brought into the exam room will be collected by the proctor until after the exam. If a student has a legitimate need to be available to urgent outside communications during the assessment period, the student must make the appropriate arrangements with the Office of Undergradu-ate Medical Education (OUME) prior to the assessment period. An OUME staff member will be designated to receive any urgent communications and will notify the student of outside communications if the need arises.

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• Personalbelongingsmaynotbebroughtintheseatingarea of the testing room. All materials, except pencils and erasers, must be left outside the room or deposited in the area designated for personal belongings. Items listed below are not permitted in the seating area of the testing room:a. Personal digital devices, calculators, or cellular

telephonesb. Recording/filming devicesc. Watches with alarms, computer, or memory capabilityd. Radios or paging devicese. Reference materials (books, notes, or papers)f. Backpacks, briefcases, luggage, coats, or brimmed hatsg. Beverages or food of any type

• Studentsmayleavetheroomonlyforrestroombreaksduring the examination. Leaving the room can be dis-ruptive to other students, so it is preferred that students not leave the room unless it is unavoidable. The test must be turned in to a proctor in your absence, and a student will be escorted by a proctor to the restroom. Additional testing time will not be given.

• Itisunacceptablebehaviortodiscusstheexamorcourse materials with others during the exam.

• Ifastudentfinishestheexambeforetimeiscalled,thestudent should leave quietly and not return to the class-room or immediate outside area until the examination period is over.

• Becausestudentstakeexamsatdifferenttimes,materialcovered on exams SHOULD NOT be discussed inside or outside of the examination room during the desig-nated exam period.

VUSM Student Support and AdvisingVanderbilt University School of Medicine (VUSM) provides comprehensive advising resources to promote student wellness and success in medical school. The advising program provides distinct resources to address the three domains of student life: academic, career and personal. Students are introduced to the system of advising at orientation prior to entering their first year of medical school. Subsequent discussions of advising resources take place in a number of settings during the first semester of medical school. In addition to the formal advising system, a variety of other resources for student academic support exist, including phase/course/clerkship directors, course self-assess-ment modules, group study and optional review sessions.

Students are strongly encouraged to seek assistance and support of various types as needed during training. The abili-ties to self-identify a need for assistance/support and to reach out to resources are important professional skills, and students are expected to develop these skills during their medical school careers.

Descriptions of major student support/advising programs are listed and briefly described below. Thereafter appears a list of individuals/roles who provide support and advising, whether as part of these programs or in addition to them.

Support/Advising Program Descriptions• VUSMColleges• Learningportfolio• StudentAssistanceProgram• VUSM-fundedtutoringprogram• Privatelypaidtutoring• VanderbiltUniversityPsychologicalandCounseling

Center

VUSM Colleges.All entering students are placed in one of the four Advisory Colleges upon matriculation—Batson, Chapman, Gabbe, or Robinson. Each College is led by two faculty College Mentors, with whom students meet regularly. At these meetings the College Mentor and student discuss the student's general academic progress, wellness, and early career exploration. In addition to regularly scheduled individual meetings, the College Mentors have weekly office hours, as well as study breaks for students. Students may connect with their College Mentors at any time for guidance and support. Although College men-tors provide direct teaching in a variety of settings, they do not assign student grades. College mentors do not make decisions regarding promotion of students from one year to the next.

Learning Portfolio. Beginning with the entering class of 2013, each student is assigned to a Portfolio Coach and develops a learning portfolio. Students meet with the Portfolio Coach individually at designated time points to critically review indi-vidual performance data and establish academic goals across all domains of competence. Additionally, each student should meet with his/her Portfolio Coach on an as-needed basis to review any specific academic concerns. Refer to the Medical Student Progress and Promotion section of this catalog for a detailed description of the learning portfolio system and portfolio coaches.

Student Assistance Program. This program provides students with guidance in study skills, test-taking strategies, and general advice for academic success. Students may directly contact the Student Assistance Program director regarding academic concerns.

VUSM-Funded Tutoring Program. Tutoring funded by the School of Medicine is available for students who are having serious difficulty academically or who are deemed by the block/course director or the Student Assistance Program Director to be at risk for marginal or failing performance (ordinarily ~75% or less).

Decisions about access to this program and about tutor assignments are made jointly by the block/course director(s) and the director of the Student Assistance Program. This allows the matching of individual student needs with indi-vidual tutor strengths and assures that tutoring resources are distributed appropriately. Generally it is expected that students will have availed themselves of other forms of student academic support (e.g., course self-assessment modules, group study, review sessions, etc.) before entering formal tutoring.

If a student has failing or marginal performance in a block or course, and wishes to obtain a VUSM-funded tutor, he/she must follow these steps:

a. The student sets up a meeting to consult with the block/course director(s) and/or the Student Assistance Program director.

b. Once the student’s situation has been assessed by the block/course director(s) and the Student Assistance Program director, the appropriate level of tutoring sup-port will be determined.

c. On assignment of a tutor, the student will contact the assigned individual to set up tutoring appointments.

d. The student should also review performance challenges with his/her Portfolio Coach and include the area (s) of concern in his/her Personalized Learning Plan.

VUSM-funded tutoring services are paid for through the Office of Medical Student Affairs. Students who receive tutoring are responsible for signing a tutoring sheet that confirms that he/she worked with the assigned tutor for the time indicated by the tutor. Tutoring sheets must be submitted by the tutor to the Office of Medical Student Affairs in a timely manner.


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The duration of time during which VUSM-funded tutoring services are provided is determined by block/course directors and/or the Student Assistance Program Director. Eligibility for services is reassessed on an ongoing basis once tutoring begins. Individual tutor assignments may be changed or adjusted over time to meet the needs of the pool of students requiring aid.

Important note about VUSM-funded tutoring: In situa-tions where VUSM-funded tutoring has been recommended, and the student decides not to avail him/herself of this service, he/she should be aware that this is viewed negatively by the Promotions Committee in the context of ongoing academic difficulty.

Privately Paid Tutoring. Students who are performing adequately but wish to seek additional assistance through private tutoring (e.g., from upper classmen) are responsible for arranging for these services and for payment.

The Psychological and Counseling Center. The Vanderbilt University Office of the Dean of Students provides this center, which provides all Vanderbilt students with complete and confidential mental health services. Students experiencing per-sonal difficulties are encouraged to contact the Psychological and Counseling Center, which is on the Vanderbilt University campus (https://medschool.vanderbilt.edu/pcc/contact-us). Among its many services, the center offers a reading and study skills specialist to help with time management, test-taking skills, reading skills, and test anxiety reduction.

VUSM Advising System—Overview of Faculty RolesMany individuals provide advising and support to VUSM stu-dents. Each of the advising roles at Vanderbilt is defined in a manner that makes it distinct from, yet complimentary to, the other roles in the system. Each faculty member in an advising role undergoes development on the specific role as well as the overall advising system. The product of faculty development is an advisor who is able to perform his or her advising role responsibilities and is also able to refer students to resources as appropriate to individual student needs.

No faculty member in any of the advisory roles has access to medical records at the Student Health Center (primary medical care), or the Psychological & Counseling Center. All medical information contained in the Vanderbilt University Medical Center electronic health record is protected by an electronic firewall. All users accessing the chart of a Vanderbilt student, faculty member, or employee are warned that they are attempting to access sensitive information, and they must indicate the reason for accessing the chart. Viewing patterns are regularly monitored for inappropriate activity.

For names of individuals currently filling each of these roles, please refer to the appropriate section of the VUSM website, at medschool.vanderbilt.edu.

Associate Dean for Medical Student Affairs (ADMSA): The ADMSA is a member of the VUSM administration. His/her primary role is advising on academic, career and personal con-cerns. The ADMSA has office hours and meets with students in all years of training. The ADMSA is the primary VUSM official designated to write each student’s Medical Student Performance Evaluation, but students may request that another school official complete the MSPE. The ADMSA also writes letters of recom-mendation for students applying for scholarships or various academic opportunities. The ADMSA oversees the Colleges Program, the Student Wellness Program, and the Careers in Medicine Program. The ADMSA has access to all academic

records. The ADMSA may not occupy any of the advisory or assessment roles contained in the Educator Role Matrix, below.

Associate Dean for Undergraduate Medical Educa-tion (ADUME): The ADUME is a member of the VUSM administration. His/her primary role in the medical school involves development and delivery of undergraduate medi-cal education. The ADUME has office hours and can meet with students in any year of training to discuss academic and career concerns. The ADUME is frequently asked to meet with students who are navigating the curriculum to maximize their various academic opportunities. The ADUME has access to all academic records and is invited to attend Promotions Com-mittee meetings as the curriculum and student assessment authority. The ADUME may not occupy any of the advisory or assessment roles contained in the Educator Role Matrix, below.

College Mentor (CM): CMs are VUSM faculty members who manage the activities of and advising programs within the VUSM Colleges and Learning Communities. CMs serve assigned students as advisors in the areas of professional well-ness and career counseling. CMs are involved with program-ming throughout the year in the school's Student Wellness Program and Careers in Medicine Program. CMs also serve as teachers in the VUSM Learning Communities, focusing on content in medical humanities, metacognition, ethics, leader-ship and policy. The CMs do not grade students in learning communities, but instead provide formative feedback. CMs may have teaching or supervisory roles with their college mentees in the context of other academic activities. However, role conflict management plans are created to ensure that they do not grade their mentees in those activities. CMs do not have access to student academic records (grades, etc.). A student may grant a CM access to his/her academic record and may revoke such permission at any time without negative consequences.

Portfolio Coach (PC): The PCs are VUSM faculty members who work with an assigned group of ten students throughout medical school. The PC role was created as part of Curriculum 2.0. In academic year 2013/2014 only members of the entering class of 2013 are assigned portfolio coaches. As each subsequent class enters, a cohort of coaches will be assigned to its members. Students meet individually with their assigned PCs three times during the first year of medical school and twice during each subsequent year. Portfolio Coaches play an important role in the Curriculum 2.0 assessment system. PCs coach individual students in developing the skills for informed self-assessment and life-long learning. They help students critically appraise data about their performance and translate those assessments into action plans for future learning. The PC has access to the academic records of only the students to whom they are assigned.

Student Assistance Program Director (SAPD): The goal of the Student Assistance Program is to provide students with guidance in study skills, test-taking strategies, and general advice for academic success within a rigorous medical school curriculum. The duties of the SAPD are to:1. Assess students’ learning styles prior to matriculation;2. Provide orientation to the Student Assistance Program at

the opening of school;3. Serve as an academic resource for students in basic science

courses;4. Coordinate tutoring, in partnership with course directors;5. Maintain relationship with the Equal Opportunity, Affir-

mative Action, and Disability Services Office in the event that a student requires accommodation;

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6. Meet with students individually as needed;7. Attend all Promotions Committee meetings, reporting on

student progress/concerns as needed; and 8. Monitor a website that allows anonymous postings from

students regarding the academic program.

The SAPD has access to all student academic records. Specialty Adviser (SA): As students approach their senior

year of medical school, they are urged to choose an adviser from the specialty in which they will apply for residency. Specialty advisers are VUSM faculty members. Once estab-lished, this advisory relationship exists for the duration of the residency application and the National Residency Match processes. SAs provide academic and career counseling, strategic schedule planning, and interviewing advice specific to the specialty of choice. The primary goal of this relationship is to provide students with resources to most effectively obtain a successful residency match.

Medical Student Progress and PromotionPromotions Committees of the faculty, in consultation with representatives of the departments responsible for instruc-tion, are charged with making recommendations to the dean and the executive faculty regarding progress and promotion of students in each class. the executive faculty of the School of Medicine has final responsibility for the determination of medical student progress in the school.

Decisions on the progress of students during the first two years are ordinarily made at the end of each academic year. In view of the individualized nature of the curriculum in the final two years, no specific decisions on promotion from the third to the fourth year are made. Decisions on the progress of students during these final two years, however, may be made at any time as academic performance may dictate. Ordinarily, decision for graduation will be made shortly before Com-mencement in the final year.

Please refer to the following sections for the specific pro-motions policy based on year of entry:

• SectionA:EnteringClass2011• SectionB:EnteringClass2012• SectionC:EnteringClasses2013andbeyond

Medical Student Performance Evaluation (Dean’s Letter)The Medical Student Performance Evaluation (MSPE) is cre-ated as a part of a student’s permanent record and is submitted through the ERAS system by October 1 for fourth-year medi-cal students. Included in the MSPE are summative comments from performance evaluations throughout medical training.

Generally, the associate dean for medical student affairs works with students on the creation of the MSPE. However, students may instead choose to work with the senior associ-ate dean for health sciences education, the associate dean for undergraduate medical education, or the associate dean for diversity to create the MSPE. Students are neither asked nor expected to provide any reason or justification for their choice of MSPE writer.

Students are asked to contact the office of the associate dean for medical student affairs in April of their third year to arrange for an MSPE meeting, or to indicate that an alternate MSPE writer has been chosen. If the latter, the student should

then contact the office of the dean chosen to write the MSPE to arrange for an MSPE meeting.

CommencementThe university holds its annual Commencement ceremony

following the spring semester. Degree candidates must have completed successfully all curriculum requirements and have passed all prescribed examinations by the published dead-lines to be allowed to participate in the ceremony. A student completing degree requirements in a summer or fall semester may participate in Commencement the following May, and ordinarily the degree will be conferred at that time. Any student unable to participate in a Commencement ceremony will receive his or her diploma by mail.

Section A

Degree and Promotions Requirements for the Entering Class of 2011 (fourth-year medical students in AY 14–15)

Requirements for the M.D.The requirements described below assume satisfactory completion of all requirements from previous years prior to promotion to the fourth year. Any student who has not com-pleted all prior requirements should have an individual review of his/her schedule with the director of student records and associate dean for medical student affairs to ensure compli-ance with all requirements for graduation.

The flexibility of the fourth-year curriculum gives the student maximum opportunity for individual development. The year is divided into twelve four-week academic sections running from May (section 5) through April (section 4), with January being section 1.

Nine sections (36 weeks of instruction) must be completed. Students may elect, however, to participate in all twelve sections.

Required fourth-year experiences:1. A primary care medicine experience, which may be

satisfied through one of the following options: a. Primary Care (PC) Medicine, 520-5100 (at VU) b. Primary Care (PC) Medicine, 520-5150 (away from VU) c. An Immersion Course that has been designated as

fulfilling the primary care medicine requirement.2. Emergency Medicine, 502-59503. One Immersion Course. The approved list of Immer-

sion Courses for AY 2014–15 will be published prior to registration.

4. One sub-internship from the approved list published prior to registration.

5. Five elective courses must be taken.

Fourth-Year Electives. At least five elective courses must be taken in the fourth year in order to meet the degree requirement of nine sections (months). Students may elect to have course work in all twelve sections. Students must keep in mind the following electives limits and recommendations:

• Anydeferredclerkshipsmustbecompletedasdescribed in the original approval.

• Studentswillnotbepermittedtotakeclinicalrotationsunder the supervision of a parent or other relative.


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• Studentsmaynotenrollinthesameelectivetwice.How-ever, research rotations may last through two months. The approval process is required for each month.

• Studentsareadvisedtodonomorethanthreeclinicalrotations in the same specialty. Students may wish to consult with the associate dean for medical student affairs to plan for clinical rotations.

• StudentsarelimitedtotworotationsawayfromVanderbilt (7100—Special Study Clinical and 7150—Special Study Research), and each requires separate approval. In addition, Primary Care may be taken away from Vanderbilt (5150—Primary Care Away from VU), but it must be taken in the U.S.*

• Studentsarelimitedtotworesearchrotations(6150—Special Study Research, VU or 7150—Special Study Research). MSTP students who receive credit toward their fourth-year curriculum from their Ph.D. work will have exhausted that limit.*

• MSTPstudentsmayreceivecreditforfourth-yearresearch months if they begin their third year after May. Students should consult the medical school registrar to make these arrangements.

• StudentsseekingdualdegreesatVanderbiltmayreceivecredit for two fourth-year courses representing work completed in satisfaction of requirements for the second (non-M.D.) degree.

Requests for exceptions to these requirements must be made in writing to the associate dean for medical student affairs.

The normal time frame for completion of required course work for the M.D. is four academic years. The maximum time for enrollment in required M.D. course work is six years, except in unusual circumstances as defined by the Promotions Committees and excluding the time spent on an approved leave of absence or on work toward an additional degree.

Petitions for Primary Care and Special Study CreditPetitions for special study must be completed for the following:

• AllstudentdesignedcourseworkatVanderbiltSchoolof Medicine or the VA Hospital

⚬ 6100 VU Clinical ⚬ 6150 VU Research• AllcourseworkdoneawayfromtheVanderbiltUniver-

sity Medical Center or VA Hospital ⚬ 7100 Clinical ⚬ 7150 Research

A petition form is also used to schedule the Primary Care month during the fourth year. IDIS 5100 is the course number for work within the Nashville Metropolitan Area. IDIS 5150 is for Primary Care rotations outside of Nashville. Primary Care credit can only be received for work within the U.S. All Primary Care forms should be received in the Department of Medicine through Ms. Faapio Poe in MCN D3100. After approval, the course will be added to the schedule by the Registrar’s Office approximately 42 days before the start of the rotation.

Students will develop special study course work or research with the faculty member who will supervise and evaluate their performance. After developing the proposal, a written request (petition form or email), which includes the proposal, month of the rotation, and faculty involved, is initiated by the student. The request is routed through the faculty and the department granting credit to the Office of Enrollment Services. Depart-ment approval is required for all research and away petitions.

Petition forms and department approval designees are avail-able online at medschool.vanderbilt.edu/registrar.

Students doing special study work at an away location must not only complete the paperwork required by the hosting school, but also complete the necessary paperwork for regis-tration in the course at VUSM. Students must be enrolled in a course for liability insurance to be in effect.

Special study, research, and primary care approval must be received in the Office of Enrollment Services no later than 28 days before the start of the rotation. Credit will not be granted to students for petitions submitted after the 28-day deadline.

Student Progress and Promotions (for classes entering in 2011 and 2012)The dean appoints a Promotions Committee (PC) for each incoming first year class. The PC consists of at least five faculty members who represent a variety of clinical and basic science departments as well as the broad diversity of the VUSM com-munity. Each PC is charged with making decisions or recom-mendations to the senior associate dean for health sciences education (SADHSE) as specified below regarding promotions of students in its assigned class from one phase to the next; to the SADHSE and dean for dismissal; and to the dean and the executive faculty for graduation.

A quorum of the PC shall consist of at least half of the voting members of a committee; however, any proposed dismissal requires the participation of all voting members. The chair of the committee may determine whether members must be physi-cally present or may participate remotely for any given meeting. The associate dean for medical student affairs (ADMSA), associ-ate dean for undergraduate medical education, the associate dean for diversity, and the senior associate dean for health sci-ences education (SADHSE) are non-voting ex officio members of each PC. In addition, course directors for the respective phase will attend PC meetings to provide information about the class as a whole, and to answer questions that PC members might pose regarding individual students.

The PC recommends for promotion those students who have demonstrated appropriate professional and personal behavior and the knowledge, understanding, and skills consistent with faculty expectations at their particular stage of professional development. The Promotions Committee will review the performance of students with deficiencies and make recommendations concerning their progress.

Any student who has marginal grades in one or more courses in a single academic year, or about whom there is major con-cern relative to one or more VUSM competency domains (see Competencies for Learners Across the Curriculum, medschool.vanderbilt.edu/competencies), will undergo special review by the Promotions Committee. In light of the student’s complete academic record, the committee may recommend promotion, promotion on probation, repetition of all or part of the academic year, or dismissal from school. While it is recognized that each student’s situation represents an individual set of circumstances, the Promotions Committees will apply similar standards and principles throughout their deliberations and decision regarding promotion, probation, or dismissal on a case-by-case basis.

Any student who fails in a course, whether required or elective, will be required to remedy the failure before being permitted to enter the courses of the next academic year. Credit may be given on the basis of re-examination or satisfactory repetition of the course work, but failures will remain on the record and may be counted as cause for dismissal if additional failure occurs.

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Students who are shown by work or conduct to be unfit for the practice of medicine may be dismissed from school at any time.

Academic Probation. Promotions Committees will ordinarily recommend that students be placed on academic probation if their course work includes any failures or is generally of mar-ginal quality. Some academic deficiencies will result in manda-tory probation. In this regard, any student who receives a failing grade in a School of Medicine course or is requested to repeat an academic year will automatically be placed on probation. Academic probation is generally for one academic year. Proba-tion serves three functions:

• Itservesasofficialdocumentationthatthestudentisdeficient in areas related to academic performance and/or professionalism.

• Itprovidesapathwaythatthestudentmustfollowin order to regain good standing. This may include remediation, maintaining appropriate performance standards, and/or adhering to professional expectations.

• Itdescribestheconsequencesthatwillresultifastudentdoes not meet stated expectations during the period of probation.

Academic probation will be noted on the student’s transcript and will be reported to licensing entities in future graduation verifications.

If a student who is on probation receives a failing or P* grade in a course or displays a significant breech in profes-sionalism, the Promotions Committee will meet as soon as possible thereafter to consider the situation and render a recommendation regarding dismissal. Ordinarily, a student will be dismissed from school unless there are mitigating circumstances approved by the dean.

A student who has been dismissed from school has the options of appealing the decision or withdrawing from school. To appeal the decision, the student must do so in writing to the executive faculty. A subcommittee will be appointed to consider the appeal, and that body will make a recommenda-tion to the dean concerning dismissal. If it is the decision of the dean that dismissal is warranted, the student is no longer able to choose the option to withdraw.

Withdrawal from School. Students who wish to withdraw from the School of Medicine for any reason must do so in writing to the associate dean for medical student affairs. In some cases, the student may be able to receive a refund of tuition, but it is important that the student discuss this deci-sion with Financial Services staff before moving forward with the process. A student who has been dismissed from school, but decides to appeal the decision, is no longer able to choose to withdraw. If a student withdraws, reentry is possible only with reapplication.

Section B

Degree and Promotions Requirements for the Entering Class of 2012 (Hybrid Class in AY 14–15)

Requirements for the M.D.

LONGITUDINAL REQUIREMENTSSeveral curricular elements span all phases of the four years of training.

Foundations of Health Care Delivery (FHD)The goal of this required course is to teach students to deliver personalized care for patients within a system of care. Active student engagement in the care team at a single clinical site will compose a major element of this course. This is referred to as the Continuity Clinical Experience, CCX. Students will have increasing responsibility for systems analysis and improvement as they advance. The course also includes classroom and self-directed learning components that will provide foundational knowledge and skills. Clinic sessions will take place weekly, and students will continue to have a relationship with their clinical sites throughout their four years of training. In an additional component of this course, each student will be assigned a small panel of patients to follow over time and across care settings.

One option within the FHD requirement is the Vanderbilt Program in Interprofesssional Learning (VPIL). Medical students accepted into this program are assigned to working-learning teams with attending providers, medical postgraduate trainees, and students from schools of nursing, pharmacy, and social work. Acknowledging that individual and population health relates not only to biological factors, but also to social, behavioral, economic, cultural, and educational elements, VPIL takes a holistic, systems-based approach to optimize health maintenance and disease management.

Learning Community: Colloquium, Leadership, and Service LearningLearning Community course work capitalizes on strong relationships within the Colleges, using small group formats to address key elements of professional development. The Learning Community covers topics such as meta-cognition, medical ethics, medical humanities, and narrative medicine in a discussion-based format. Leadership and service learning will also be components of the Learning Community.

ResearchResearch and scholarship will be addressed over a four-year curriculum that will introduce students to the role of physician-researcher and will provide education in the skills, knowledge, and attitudes required to succeed in that role. The research courses prepare each student to complete a research clerkship of 3–6 months during the Immersion phase.

Core Clinical Curriculum (VC3)The Vanderbilt Core Clinical Curriculum (VC3) is based upon a set of 25 common presenting complaints. These topics do not encompass all each student is expected to learn; rather, they represent core clinical problems that all graduates are expected to know. A set of learning objectives is established for each presenting problem. The VC3 topics are introduced in the FMK phase and continually revisited throughout the curriculum.

PHASE-SPECIFIC REQUIREMENTS

Foundations of Medical Knowledge Phase (FMK)This phase of the curriculum provides students a strong foun-dation in the basic sciences, humanities, and behavioral and social sciences that will support ongoing developmental learn-ing over ensuing years. All students participate in meaningful clinical work during this phase to initiate their development


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as professionals, to provide clinical relevance for the founda-tional course work, and to provide an early understanding of health care systems.

Required courses include Foundations of the Profession; Molecular Foundations of Medicine; Structure, Function and Development; Microbiology and Immunology; Disease, Diagnosis, and Therapeutics; Physical Diagnosis; College Colloquium; Patient, Profession, and Society; Research I; and Continuity Clinical Experience I.

Foundations of Clinical Care Phase (FCC)Required clinical clerkships include Surgery (8 weeks), Medi-cine (8 weeks), Pediatrics (6 weeks), Obstetrics-Gynecology (6 weeks), Neurology (4 weeks), and Psychiatry (4 weeks). Ordi-narily students will complete all clerkships before proceeding to the Immersion phase, but under special circumstances, students may defer one or more clerkships to pursue specific research or clinical interests. Such plans must be approved by the associate dean for medical student affairs. MSTP students who enter the FCC phase after the first clerkship block may defer one block to the Immersion phase, with the permission of the MSTP program director and the associate dean for medical student affairs. These students remain accountable for the longitudinal elements of the FCC phase.

Electives. All students are required to take two (2) two-week electives during the FCC phase. These experiences are designed to allow students to explore focused clinical areas and potential career choices. Students may select from offer-ings across many clinical disciplines.

The scheduling of these electives is linked to the clerkship blocks in Pediatrics and in Obstetrics and Gynecology, with the elective immediately preceding the core clerkship. Elec-tives are graded on a pass/fail basis. After the close of the drop/add period, addition, withdrawal, or change of elective credit status requires the approval of both the instructor involved and the associate dean for medical student affairs. Enrollment in an elective is considered a commitment, and adhering to registrar guidelines for electives is considered a reflection of professional development.

A student may request an exemption from the elective requirement if she/he has a compelling reason for missing the elective time. Reasons may include a need to make up clerk-ship time, illness requiring treatment, or other unavoidable life events that require the student to be away from school. When the student needs an exemption, she/he must contact the associate dean for medical student affairs (ADMSA) to make a formal request. The decision whether or not to grant the exemption is made by the ADMSA. If an exemption is granted, the student is not required to complete the elective at a later date. The exempted elective will not appear on the transcript.

Master Clinical Teacher Program. Direct observations by a master clinical teacher are required during the FCC phase. MCTs observe students during patient encounters and provide immediate feedback and teaching of advanced clinical skills. The structure and expectations of the observations are consis-tent throughout the phase; however the logistics and schedul-ing of observations are specific to each clerkship. Participation in the MCT process contributes to the clerkship grade.

Diagnosis and Therapeutics. This required course runs longitudinally throughout the phase, employing both asyn-chronous online learning and intermittent face-to-face small group sessions to train students to analyze clinical problems. The course begins with a one-week intensive boot camp and

continues throughout the FCC phase with a series of online modules and small group meetings. This course aligns with the VC3 framework and is designed to help students assimilate lessons and experiences from across disciplines.

The longitudinal elements (Continuity Clinical Experience, Learning Community, Research, and VC3) continue during the FCC phase.

Immersion PhaseThe Immersion phase is a highly individualized, 16-month-long experience that allows each student to create a schedule that optimally meets core educational needs, strengthens all competency domains, and builds specialized skill sets aligned with the student’s future clinical and scholarly trajectory. Students are required to complete eleven one-month blocks over this 16-month period (including the research clerkship, described below). Students must complete a mixture of experi-ences with varying levels of structured versus workplace learn-ing, including acting internships, integrated inter-disciplinary science courses, advanced clinical experiences, and electives. Requirements for experiences across various care settings (primary care, critical care) ensure a broad preparation.

Because the Immersion phase is intended to be individual-ized, each student must develop a personalized learning plan that is approved as meeting core requirements per guidelines published at the time of scheduling.

The longitudinal elements (Continuity Clinical Experience, Learning Community, and VC3) continue during the Immer-sion phase.

The research clerkship is an intensive three-month schol-arly experience that is required to be completed during the Immersion phase. Students in good academic standing may request an extension of the research clerkship up to a total of six months (as a contiguous or non-contiguous block); approval is contingent upon satisfactory progress across all competency domains; decisions regarding such extensions are made by the Promotions Committee.

Student Progress and Promotions (for classes entering in 2011 and 2012)

Promotions CommitteeThe dean appoints a Promotions Committee (PC) for each incoming first year class. The PC consists of at least five faculty members who represent a variety of clinical and basic science departments as well as the broad diversity of the VUSM com-munity. Each PC is charged with making decisions or recom-mendations to the senior associate dean for health sciences education (SADHSE) as specified below regarding promotions of students in its assigned class from one phase to the next; to the SADHSE and dean for dismissal; and to the dean and the executive faculty for graduation.

A quorum of the PC shall consist of at least half of the voting members of a committee; however, any proposed dismissal requires the participation of all voting members. The Chair of the committee may determine whether members must be physically present or may participate remotely for any given meeting. The associate dean for medical student affairs (ADMSA), associate dean for undergraduate medical educa-tion, the associate dean for diversity, and the senior associate dean for health sciences education (SADHSE) are non-voting

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ex officio members of each PC. In addition, course directors for the respective phase will attend PC meetings to provide information about the class as a whole, and to answer questions that PC members might pose regarding individual students.


Any student who has marginal grades in one or more courses in a single academic year, or about whom there is major concern relative to one or more VUSM competency domains (see Competencies for Learners Across the Curricu-lum, medschool.vanderbilt.edu/competencies), will undergo special review by the Promotions Committee. In light of the student’s complete academic record, the committee may recommend promotion, promotion on probation, repetition of all or part of the academic year, or dismissal from school. While it is recognized that each student’s situation represents an individual set of circumstances, the Promotions Committee will apply similar standards and principles throughout their deliberations and decision regarding promotion, probation, or dismissal on a case-by-case basis.

Any student who fails in a course, whether required or elective, will be required to remediate the failure before being permitted to enter the courses of the next academic year. Credit may be given on the basis of re-examination or satisfac-tory repetition of the course work, but failures will remain on the record and may be counted as cause for dismissal if additional failure occurs.


Academic Probation. Promotions Committees will ordinar-ily recommend that students be placed on academic probation if their course work includes any failures or is generally of marginal quality character. Some academic deficiencies will result in mandatory probation. In this regard, any student who receives a failing grade in a School of Medicine course or is requested to repeat an academic year will automatically be placed on probation. Academic probation is generally for one academic year. Probation serves three functions:







Withdrawal from School. Students who wish to withdraw from the School of Medicine for any reason must do so in writing to the associate dean for medical student affairs. In some cases the student may be able to receive a refund of tuition, but it is important that the student discuss this deci-sion with Financial Services staff before moving forward with the process. A student who has been dismissed from school, but decides to appeal the decision, is no longer able to choose to withdraw. If a student withdraws, reentry is possible only with reapplication.

Section C

Degree and Promotions Requirements for Entering Classes of 2013 and beyond (C2.0)



Foundations of Healthcare Delivery (FHD)The goal of this required course is to teach students to deliver personalized care for patients within a system of care. Active student engagement in the care team at a single clinical site will compose a major element of this course. This is referred to as the Continuity Clinical Experience, CCX. Students will have increasing responsibility for systems analysis and improvement as they advance. The course also includes classroom and self-directed learning components that will provide foundational knowledge and skills. Clinic sessions will take place weekly, and students will continue to have a relationship with their clinical sites throughout their four years of training. In an additional component of this course, each student will be assigned a small panel of patients to follow over time and across care settings.

One option within the FHD requirement is the Vanderbilt Program in Interprofesssional Learning (VPIL). Medical students accepted into this program are assigned to working-learning teams with attending providers, medical postgraduate trainees, and students from schools of nursing, pharmacy and social work. Acknowledging that individual and population health relates not only to biological factors, but also to social, behavioral, economic, cultural, and educational elements, VPIL takes a holistic, systems-based approach to optimize health maintenance and disease management.

Learning Community: Colloquium, Leadership, and Service LearningLearning Community course work capitalizes upon strong relationships within the Colleges, utilizing small group


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formats to address key elements of professional development. The Learning Community covers topics such as meta-cognition, medical ethics, medical humanities, and narrative medicine in a discussion-based format. Leadership and service learning will also be components of the Learning Community.

ResearchResearch and scholarship will be addressed over a four-year curriculum that will introduce students to the role of physician-researcher and will provide education in the skills, knowledge, and attitudes required to succeed in that role. The research courses in FMK and FCC phases prepare each student to complete a research clerkship of 3–6 months during the Immersion phase.

Core Clinical Curriculum (VC3)The Vanderbilt Core Clinical Curriculum (VC3) is based upon a set of 25 common presenting complaints. These topics do not encompass all each student is expected to learn, but do represent core clinical problems that all graduates are expected to know. A set of learning objectives is established for each presenting problem. The VC3 topics are introduced in the FMK phase and continually revisited throughout the curriculum.


Foundations of Medical Knowledge Phase (FMK)This phase of the curriculum (54 weeks) provides students a strong foundation in the basic sciences, humanities, and behavioral and social sciences that will support ongoing devel-opmental learning over ensuing years. All students participate in meaningful clinical work during this phase to initiate their development as professionals, to provide clinical relevance for the foundational course work, and to provide an early under-standing of health care systems.

Required courses include Foundations of the Profession; Human Blueprint and Architecture; Microbes and Immunity; Homeostasis; Endocrine, Digestion and Reproduction; Brain, Behavior and Movement; Physical Diagnosis; Learning Com-munity I; Research I; and Continuity Clinical Experience I.

Foundations of Clinical Care Phase (FCC)This phase (41 weeks) provides a strong foundation in clinical care delivery, including core clerkships, clinical electives, and longitudinal programs to support the development of clinical skills and clinical reasoning.

Clerkships. Students rotate through discipline-specific clinical clerkships including Surgery (8 weeks), Medicine (8 weeks), Pediatrics (6 weeks), Obstetrics-Gynecology (6 weeks), Neurology (4 weeks), and Psychiatry (4 weeks).

Ordinarily students will complete all clerkships before proceeding to the Immersion phase, but under special circumstances, students may defer one or more clerkships to pursue specific research or clinical interests. Such plans must be approved by the associate dean for medical student affairs. MSTP students who enter the FCC phase after the first clerk-ship block may defer one block to the Immersion phase, with the permission of the MSTP program director and the associ-ate dean for medical student affairs. These students remain accountable for the longitudinal elements of the FCC phase.

Electives. All students are required to take two (2) two-week electives during the FCC phase. These experiences are designed to allow students to explore focused clinical areas and potential career choices. Students may select from offerings across many clinical disciplines. The scheduling of these electives is linked to the clerkship blocks in Pediatrics and in Obstetrics and Gynecology, with the elective immediately preceding the core clerkship. Electives are graded on a pass/fail basis.

After the close of the drop/add period, addition, with-drawal or change of elective credit status requires the approval of both the instructor involved and the associate dean for medical student affairs. Enrollment in an elective is considered a commitment, and adhering to registrar guidelines for elec-tives is considered a reflection of professional development.

A student may request an exemption from the elective requirement if she/he has a compelling reason for missing the elective time. Reasons may include a need to make up clerk-ship time, illness requiring treatment, or other unavoidable life events that require the student to be away from school. When the student needs an exemption, she/he must contact the associate dean for medical student affairs (ADMSA) to make a formal request. The decision to grant the exemption is made by the ADMSA. Once an exemption is granted, the student is not required to complete the elective at a later date. The exempted elective will not appear on the transcript.

Master Clinical Teacher Program. Direct observations by a master clinical teacher are required during the FCC phase. MCTs observe students during patient encounters and provide immediate feedback and teaching of advanced clinical skills. The structure and expectations of the observations are consistent throughout the phase; however the logistics and scheduling of observations are specific to each clerkship. Par-ticipation in the MCT process is mandatory and contributes to the clerkship grade.

Diagnosis and Therapeutics. This required course runs longitudinally throughout the phase, employing both asyn-chronous online learning and intermittent face-to-face small group sessions to train students to analyze clinical problems. The course begins with a one-week intensive boot camp and continues throughout the FCC phase with a series of online modules and small group meetings. This course aligns with the VC3 framework and is designed to help students assimilate lessons and experiences from across disciplines.

The longitudinal elements (Continuity Clinical Experience, Learning Community, Research and VC3) continue during the FCC phase.

Immersion Phase (22 months)The Immersion phase is a highly individualized experience that allows each student to create a schedule that optimally meets core educational needs, strengthens all competency domains, and builds specialized skill sets aligned with the student’s future clinical and scholarly trajectory. Students are required to complete 15 one-month blocks over this 22-month period (including the research clerkship, described below). Students complete a mixture of experiences with varying levels of structured versus work place learning, including acting internships, integrated inter-disciplinary science courses, advanced clinical experiences and electives. Requirements for experiences across various care settings (primary care, critical care) ensure a broad preparation.

Because the Immersion phase is intended to be individual-ized, each student must develop a personalized learning plan

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that is approved by his/her portfolio coach as meeting core requirements.

The longitudinal elements (Continuity Clinical Experience, Learning Community and VC3) continue during the immer-sion phase.

The research clerkship, an intensive 3-month scholarly experience, must be completed during the Immersion phase. Students may request an extension of the research clerkship up to a total of 6 months (as a contiguous or non-contiguous block); approval is contingent upon satisfactory progress across all competency domains and will be granted by the Promotions Committee.

Student Progress and PromotionsI. Assessment PhilosophyThe underlying philosophy of the assessment system at Vanderbilt University School of Medicine (VUSM) is that attainment of the knowledge, skills, and attitudes needed for safe, effective, patient-centered care is a developmental process that occurs over many years of education, training, and practice. It is also based on a philosophy of continuous improvement. Therefore, the system is designed to:

• Guidelearningwithmeasuresthatbenchmarkperfor-mance against explicit expectations;

• Promotetheskillsneededforaccurateandreflectiveself-assessment;

• Directstudentstonextlearningstepsandassociatedlearning resources;

• Provideevidenceforhigh-stakesdecisions;• Provideevidenceofprogrameffectiveness.

Since the abilities to accurately self-assess and subsequently create appropriate learning goals are also developmental processes, the system provides students with faculty members who assist them as they practice these skills. Importantly, the system encourages students to assume increasing levels of responsibility for their own learning.

II. Elements of the Student Progress and Promotions Process• VUSM Core Competency Domains: Medical Knowl-

edge; Patient Care; Interpersonal and Communication Skills; Professionalism; Practice-based Learning and Improvement; Systems-based Practice; Leadership; and Scholarship.

⚬ Competencies that describe the specific knowledge, skills and attitudes within each core competency domain

⚬ Milestones for focus competencies within each domain that describe the explicit and measurable behaviors that learners develop as they progress from novice to expert.

• Course and clerkship grades• Full participation in the portfolio review process, as

described below. All formative and summative assess-ments are gathered in an interactive, electronic learn-ing portfolio and can be sorted by course, block, and clerkship, or by core competency domain to facilitate portfolio reviews.

III. Promotions Committees. The dean of the School of Medicine will appoint a Promotions Committee (PC) for each incoming first-year class, consist-ing of at least five faculty members who represent a variety of clinical and basic science departments, as well as the broad

diversity of the VUSM community. Each PC is charged with making decisions or recommendations as follows:

• Totheseniorassociatedeanforhealthscienceseduca-tion (SADHSE) regarding promotion of students in its assigned class from one phase to the next;

• TotheSADHSEanddeanfordismissal;and• Tothedeanandtheexecutivefacultyforgraduation.

A quorum of the PC shall consist of at least half of the voting members of a committee; however, any proposed dismissal requires the participation of all voting members. The chair of the PC may determine whether members must be physically present or may participate remotely for any given meeting. The associate dean for medical student affairs (ADMSA), associate dean for undergraduate medical education, the associate dean for diversity in Medical Education, and the senior associate dean for health sciences education (SADHSE) will be non-voting ex offi-cio members of each PC. In addition, course directors for their respective phases will attend PC meetings to provide informa-tion about the class as a whole, and to answer questions that PC members may pose regarding individual students. Portfo-lio coaches will also attend PC meetings during which any of their assigned students are scheduled for presentation.

PCs will meet regularly to review progress of individual students and the progress of its assigned class as a whole. PC meetings will occur three times during the Foundations of Medical Knowledge (FMK) phase, and twice in each subse-quent year. Additional meetings may be called by the ADMSA if concerns arise regarding any individual student as indicated by academic performance in any competency domain or as needed in the discretion of the ADMSA.

PromotionDecisions regarding promotion will be made at the end of the FMK phase and the end of Foundations of Clinical Care (FCC) phase. In view of the integrated and individualized nature of the Immersion phase, decisions will focus on the academic progress of the individual student during this phase instead of a yearly promotion schedule.

PCs determine promotion for those students who have demonstrated expected levels of achievement at the end of the respective curricular phase. PCs will determine whether students are ready for promotion based on successful comple-tion of all phase requirements, as evidenced by passing grades in all required and electives courses, and satisfactory progress in each VUSM Core Competency Domain. The Promotions Com-mittee’s determination of satisfactory progress in competency domains will be based on review of the assessment documenta-tion/information compiled in each student’s learning portfolio (LP). Students must fully participate in the self-assessment and PLP process in order to be promoted to the next phase.

GraduationThe PC for the graduating class will meet shortly before Com-mencement for final review of student progress. Students who have successfully completed all required curricular elements and who have demonstrated expected levels of achievement in each VUSM Core Competency Domain will be recommended for conferral of degree. These recommendations will be presented in written form to the dean and the executive faculty for final approval.


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Student Progress ReviewsIn addition to considerations of promotion and graduation, PCs will meet twice during the FMK phase, once during the FCC phase and three times during the Immersion phase to review student progress. These formative reviews will assess whether students are making satisfactory progress towards attaining the achievement levels required for promotion to the next phase, or towards graduation. They will be based on review of the assessment data compiled in each student’s LP.

IV. Portfolio ReviewsAt times designated on the academic calendar for each phase, students will prepare either formative self-assessments (FSAs) or summative self-assessments (SSAs) that are based on their performance since the prior self-assessment. These self-assess-ments will use a VUSM Core Competency format, and will be guided by templates in the LP.

Students will begin their self-assessments by reviewing data accrued for each of the VUSM sub-competencies in a core competency domain. For the most part, this data will result from curricular assessments, but students may also enter data that represents extra-curricular activities, such as volunteer work or organizational leadership. For each sub-competency, students will designate a milestone level that describes their level of achievement. After indicating a milestone level for each sub-competency in a certain domain, students will assign a domain score for each VUSM core competency:

For the FMK phase, these domain scores will be:• BelowThreshold• Threshold• Target

For FCC and Immersion phases these domain scores will be:• BelowThreshold• Threshold• Target• Reach

“Below Threshold” indicates failing performance.**“Threshold” indicates a marginal performance that meets expectations in some areas but not all.“Target” indicates a performance that meets all expectations.“Reach” indicates a performance that exceeds expectations for students in that phase.

Because the attainment of competencies is a developmental process, the achievements that define Threshold, Target, and Reach will progress with the phases of the curriculum.

After assigning a domain score for each core competency domain, students must compose the following:

• Abriefjustificationforeachscore,citingspecificassess-ment evidence. These justifications will be guided by prompting questions and must be written for all core competency domains.

• Asummaryreflectionindicatingareasofstrength,areasfor improvement and areas of interest. This reflection will be guided by prompting questions.

• Apersonalizedlearningplan(PLP)basedonthesum-mary reflection. The PLP will consist of:

⚬ Learning goals ⚬ Activities that students will undertake to meet learn-

ing goals ⚬ Metrics that will indicate attainment of learning goals ⚬ A timeline for achievement

Students must specifically address any core competency with a domain score of Threshold or Below Threshold both in their summary reflections and in their PLPs.

After students complete their self-assessments (either FSAs or SSAs) and PLPs, they will submit them electronically to their portfolio coaches and schedule meetings with the port-folio coaches. Coaches will have reviewed student LPs prior to the meetings, and will have independently designated mile-stone levels for each sub-competency and domain scores for each core competency. At the time of the meetings, coaches and students will review their scores, discuss and attempt to resolve differences, and review PLPs for appropriateness. The original student self-assessment, the coach assessment, and the report of the joint assessment resulting from the student-coach meeting will all be submitted to a designated PC member for review prior to the scheduled PC meeting and will become a part of the LP. If differences were not resolved during the student-coach meeting, this will be indicated in the accompanying report form submitted to the PC member. The PC will make a final determination regarding the correct levels and scores. PC members will have complete access to the assessment evidence in the LPs of all students assigned to them to assist in making these determinations.

V. Promotions Committee MeetingsEvery Promotions Committee (PC) member will be assigned a cohort of students to follow throughout medical school. Prior to each meeting, PC members must review all materials submitted for each assigned student. In addition, the PC mem-ber must review the PLP of any student with a domain score of Threshold or Below Threshold.

Any student with a domain score of Threshold or Below Threshold must be presented by the PC member at the PC meeting. In addition, PC members will present any assigned student with unresolved differences between student self-assessment and Coach assessment along with his/her recom-mended scores. If the PC member cannot attend a PC meeting in person or remotely to make the needed presentations, he/she will designate another member of the PC to share the information regarding the student. The PC member initially assigned to the student will share with the alternate PC any information that he/she may have assembled in preparation for the meeting.

Progress MeetingsThe PCs will make one of the following designations for each student at all student progress meetings:

1. Satisfactory Progress: Generally for students with all Target or Reach scores and passing grades in all courses

2. Satisfactory Progress with Concern: Generally for students with 1-2 Threshold scores, regardless of course grades; and/or P* course grade

3. Unsatisfactory Progress: Generally, for students with >2 Threshold scores or 1 Below Threshold, regardless of course grades; and/or failing course grade**. Ordinarily these students will be placed on academic probation. (See section on Probation below)

** Any performance deficiency that is serious enough to result in course failure must be attributed to a specific competency domain or domains by the course director. This will automati-cally result in a Below Threshold score in those domains for that assessment period.

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Students who fail a required block, course, or clerkship must repeat that element, or must have an alternate remedia-tion plan that is approved by the course director. The alternate remediation plan or repeat course work must be a part of the PLP in order for the PC to approve the PLP. In addition, failing Step 1 of the USMLE automatically results in a Below Threshold score in Medical Knowledge and must be addressed in the PLP in order for the PC to approve the PLP.

The PLPs for students with designation of Satisfactory Progress with Concern or Unsatisfactory Progress must be approved by the PC and these students must be presented at the next PC meeting to review progress in addressing deficien-cies. The PC may require additional meetings between the coach and a student with a status of Unsatisfactory Progress or Satisfactory Progress with Concern during the period between PC meetings.

FMK and FCC Promotions Meetings:The PCs will make one of the following decisions or recom-mendations for each student at the FMK and FCC Promotions meetings:

1. Promotion2. Promotion on Probation3. No Promotion a. Repeat the Phase on Probation b. Dismissal

Because the portfolio review includes assessment of competencies across courses, it is possible for students to pass all of their courses and still have concerns within competency domains that warrant probation or dismissal.

Decisions on all actions other than dismissal (promotion, promotion on probation, or no promotion with repeat the phase on probation) are made by the PC. The SADHSE will review those decisions upon the written request of the student as set out in the section on probation below.

Students will be notified by the ADMSA of all Promotions Committee decisions. For Promotion, this shall generally be done in writing. For other actions of the Promotions Com-mittee, the student will be informed in person by the ADMSA (if possible) and the decision of the PC will be confirmed in writing by the chair of the Promotions Committee.

VI. Adverse Actions

ProbationStudents may ask the SADHSE for reconsideration of any decision for probation or non-promotion on probation. The request must be made in writing within 7 calendar days of receiving the decision from the ADMSA. The student may meet with or present any additional information in writing to the SADHSE, who will review the information presented by the student, the Chair of the PC, and the deliberations of the PC, and either uphold the PC decision, request a meeting for reconsideration of additional information, or reverse the deci-sion. If a decision for probation or non-promotion on proba-tion is reversed by the SADHSE, the SADHSE will respond to the PC in writing with his/her decision. Even if the SADHSE reverses a decision of the PC, the SADHSE can require that the student follow any PC requirements and/or recommenda-tions for addressing deficiencies (See below).

The PLPs for students who are placed on probation for any reason must include a specific remediation plan that is approved by the PC. The PC may add requirements to the PLP,

such as regular meetings with the associate dean for medical student affairs or other advisers, and/or recommendations such as elimination of extra-curricular activities that may be interfering with satisfactory academic progress. All students who are placed on probation will receive a letter from the chair of the PC that outlines reasons for the probation, require-ments and recommendations for addressing deficiencies, con-ditions for removal of probation, including an expected time frame, and actions that can be taken if conditions are not met. Probation is considered an adverse action that will be noted on the student’s transcript and the Medical Student Performance Evaluation, and will be reported as necessary in future gradua-tion verifications and other requests for information.

All students on probation will be presented at the next PC meeting to determine whether there has been satisfactory progress. At that time the PC may take the following actions:

1. Remove probation: Domains of concern now at Target. Probation can be removed at any PC regular meeting if students have satisfactorily addressed deficiencies, even if this is before the time frame originally designated by the PC.

2. Continue probation: Domain scores not yet at Target but progress is being made. This action is also subject to reconsideration by the SADHSE.

3. Recommend dismissal: Domains of concern remain Below Threshold or at Threshold, and/or or additional domains are scored at Threshold or Below Threshold.

DismissalPCs ordinarily will recommend dismissal only after a student has been given a reasonable probationary period to address deficiencies. Most often, this reasonable period will consist of a full academic phase for FCC or FMK; for the Immersion phase, the PC will designate a period of time during which the deficiency must be addressed. A decision to recommend dismissal requires participation of all PC members.

Dismissal may be recommended at any time for a student who demonstrates either a singular egregious behavior or is involved in a serious incident(s) that is inconsistent with the expectations for medical students at VUSM, violates university policy, or demonstrates a pattern of unprofessional behav-ior or other academic failures. The PC will meet as soon as possible to consider the situation, including its severity, and render a recommendation. The ADMSA will meet with the student prior to the PC meeting to hear the student’s explana-tion, including any mitigating circumstances that could affect the PC’s recommendations. The ADMSA will present the student’s explanation, as well as any mitigating circumstances to the PC. Alternately, the student may elect to appear before the PC in person or to submit their explanation and any other information to be considered by the PC in writing, or may ask another faculty member to appear to offer information on behalf of him or her at the PC meeting.

If a recommendation for dismissal has been made by the PC, the ADMSA will present the recommendation to the SADHSE and the dean. The dean may reverse the recommen-dation if the dean disagrees with the decision, or if mitigating factors are identified and presented in writing by the student or by the SADHSE. If a recommendation for dismissal is reversed by the dean, the dean will respond in writing to the PC. In this circumstance the PC will consider whether proba-tion or other action is appropriate under the guidelines above. If the dean accepts the recommendation of dismissal it will


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be confirmed in writing, and the ADMSA will meet with the student to inform him/her of the decision. The ADMSA will also review the following options with the student:

1. Voluntary withdrawal from VUSM. The decision to withdraw must be presented in writing by the student to the ADMSA within seven (7) calendar days of the ADMSA’s meeting with the student to inform him/her of the decision of dismissal.

2. Dismissal. If the student does not request to withdraw within this seven (7)-calendar-day time frame, the dismissal will take effect on the eighth calendar day.

3. Appeal. Appeals must be made in writing to the ADMSA within seven (7) calendar days of the meeting between the ADMSA and the student regarding the dean’s decision to accept the recommendation of dis-missal. An appeal automatically ends a student’s right to withdraw.

If the student is unwilling or unable to meet with the ADMSA, the student will be informed of the decision in writ-ing and the time frame will run from the date of the written notice.

Appeal of DismissalA student who decides to appeal a decision of dismissal must submit a written request to the ADMSA within seven (7) calendar days of notification of dismissal. If a dismissal decision is appealed, a review panel consisting of at least five (5) members of the executive faculty will be assembled by the dean or the dean’s designee for a hearing within seven (7) calendar days of the written request from the student, unless the chair of the review committee determines that there are valid reasons to extend this time frame. In preparation for the hearing, the ADMSA will make available any relevant information/documentation for the panel’s review, which will include the all of the assessment com-ponents of student’s LP. The ADMSA will answer any questions regarding the appeal from the student and assist the student with gathering additional information or documentation. The student may choose to be present or make a presentation in writing, which may contain documentation from other students, faculty members, and/or other sources. In addition, the student may request a faculty member to be present and offer information to the review panel. The student cannot have other representatives at this meeting. The chair of the PC will attend this meeting to represent the findings of the PC. The ADMSA will also attend the meeting to answer questions from the review panel. If the review panel upholds the decision, the student will be dismissed without opportunity to withdraw. If the review panel reverses the decision, the review panel will refer the student’s status to the PC with its written findings, for consideration of probation, and the require-ments and conditions that would accompany that (see above). The review is conducted without the presence of attorneys for either party. However, either party may consult with its own counsel prior to such review or during a break in the proceedings. The decision of the review panel will be final.

Temporary SuspensionThe School of Medicine reserves the right, through the SADHSE (or designee), to temporarily suspend a student for conduct disrupting the operations of the Medical Center, including the School of Medicine, pending referral to the Promotions Committee or other appropriate process. The SADHSE will notify the student in writing of the conditions of the temporary suspension. If the student is reinstated, the

student will work with the ASDA to address any course work during the suspension.

Degree Requirements —Other Degrees

Hearing and Speech SciencesAll candidates for the doctor of audiology (Au.D.), master

of science in speech-language pathology (M.S.–S.L.P.), and master of education of the deaf (M.D.E.) degrees must have satisfactorily completed all residency, academic course, and clinical practica requirements of their respective programs.

Doctor of AudiologyDegree Requirements

• ThecandidatefortheAu.D.degreewillspendatleastnineacademic semesters of graduate study at Vanderbilt and is expected to be enrolled in the School of Medicine during each fall, spring, or summer semester until completion of the degree.

• ForAu.D.students,aminimumof70semesterhoursofformal, didactic course work, including 15 clinical practi-cum semester hours is required for the Au.D. degree.

• AllAu.D.studentsareexpectedtoparticipateandmakegood progress in developing clinical skills through clinical practicum throughout their program. The first semester of clinical practicum will involve more observation and guid-ance than actual hands-on experience. A grade of Pass (P) or Fail(F) will be awarded for the first semester of practicum, primarily based on attendance, punctuality, professionalism, and active engagement in the learning process. In subse-quent semesters, clinical supervisors award traditional letter grades (A, B, C, F) for clinical performance/learning, a grade which may be reduced for unexcused absences from either clinic or clinical case conference according to prevailing departmental guidelines. Student performance is reviewed annually, and a failure to appropriately develop clinical skills can result in probationary status which must be alleviated in order to continue in the program.

• Au.D.studentsmustcompleteafourth-yearclinicalexternship which begins at the conclusion of the third year and must continue for a minimum of ten months.

• AllAu.D.studentsmustcompleteacapstoneproject.Thedoctoralcapstoneprojectcomprises6credithourstakeninyears 2 and 3.

Master of Science–Speech Language PathologyDegree Requirements

• ThecandidatefortheM.S.-S.L.P.willspendatleastfiveacademic semesters of graduate study at Vanderbilt. Can-didates for the M.S.-S.L.P. are expected to be enrolled in the School of Medicine during each fall, spring, or summer semester until completion of their degree requirements.

• ForM.S.-S.L.P.studentswithanundergraduatebackgroundin communication sciences and disorders: A minimum of 45 semester hours of formal, didactic course work and practicumarerequiredoverfiveacademicsemesters.ForM.S.-S.L.P. students without an undergraduate background incommunicationsciencesanddisorders:Aminimumof56semester credit hours of academic coursework and practi-cum are required over six academic semesters.

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Curriculum requirements, course content, and the number and distribution of credit hours within the 45-4 total are determined by the M.S.-S.L.P. program faculty.

• Enrollmentinclinicalpracticumisrequiredduringeachsemester of the student’s enrollment. Students must have 25 clock hours of clinical observation of clinical service provision conducted by or supervised by a person with the Certificate of Clinical Competence (CCC) in speech-language pathology from the American Speech-Language-Hearing Association. If this observation has not been met prior to enrollment in the M.S.–S.L.P. program, the student will complete the observation during the first semester before having an opportunity for direct patient contact. During the final semester of enrollment, the student will completea10-weekfull-timeexternship.Studentsareexpectedtohavecompletedaminimumof400clinicalclock hours prior to initiation of the externship.

Master of Education of the DeafDegree Requirements

• ThecandidatefortheM.D.E.degreewillspendatleastthree academic semesters of graduate study at Vander-bilt. Candidates for the M.D.E. degree are expected to be enrolled in the School of Medicine during each fall, spring, or summer semester until completion of the degree.

• ForM.D.E.studentsontheone-yeartrack,aminimumof30semester hours of formal, didactic course work and 8 practi-cum semester hours is required. Students on the two-year trackmustcompleteaminimumof50semesterhoursofformal, didactic course work and 14 practicum semester hours.

• Maymesterinternship/externship,designedtoprovidestu-dents with a unique opportunity for a three-week intensive practicum working with deaf and hard-of-hearing children in an auditory-oral setting, is required for graduation.

• Studentsmustalsocompleteaserviceobligationexperi-ence which provides them with the opportunity to gain an enhanced understanding of the challenges facing children with hearing loss and their families. Service obligations requireaminimumof100hoursduringthefirstyearofenrollment. At least half of the hours should involve direct child contact.

Master of Health Professions EducationDegree Requirements

• CandidatesfortheM.H.P.E.degreemusthavecompletedtwo years or six semesters of course work with a total of 36semestercredithours.Eachstudentwillbeexpectedtoenroll in fall, spring, and summer semesters until comple-tion of degree requirements.

• Studentsmustalsocompleteacapstoneprojectforatotalof 5 semester credit hours.

Master of Laboratory InvestigationDegree Requirements

• CandidatesfortheM.L.I.degreearerequiredtocompletethirty-six semester credit hours. However, no more than twelve hours may be taken in an academic year, unless approved by the program director. Entering students are required to complete Responsible Conduct of Research. Studentsmayearnamaximumof6semestercredithours

for Interdisciplinary Graduate Program (IGP) bioregula-tion modules. To complete thirty-six hours of credit, students will choose one of three program tracks.

• 1)ResearchwithThesisTrack:Studentswhochoosethistrackwilldeveloparesearchprojectunderthedirectionofamentorand must register for twelve semester hours of research. Note: Onlyresearchconductedoutsideofone’sjobrequirementscan be considered for research credit. In lieu of a formal thesis, a graduate student can prepare a manuscript that is suitable for publication. Although it is highly desirable that the manuscript be published, there is no requirement that the manuscript be published in order for a student to graduate.

• 2)ModifiedResearchTrack:Studentswhopursuethistrackare not required to write a thesis, but are expected to present their research to a formal audience, which may include a conference gathering or poster presentation at Vanderbilt University. This track requires six semester hours of research and at least six hours of technique training modules. Note: Onlyresearchconductedoutsideofone’sjobrequirementscan be considered for research credit.

• 3)TechniquesTrack:Individualswhohaveastrongacademic/research background may select a track that emphasizes strengthening their laboratory techniques. This track requires twelve semester hours of advanced technique modules.

• Studentsarerequiredtoassembleacommitteeoffacultymembers who will direct their research and the selection of course work and technique modules throughout the degree program. A committee includes a minimum of three fac-ulty members, one of whom will be the student’s mentor. Committee approval of satisfactory progress is required each semester.

Master of Public HealthDegree Requirements

• CandidatesfortheM.P.Hdegreemustcomplete42academiccredit hours of course work. Students in both tracks take core courses in epidemiology, biostatistics, social and behavioral science, environmental health, health services administration, and research ethics. Students in the Epidemiology track take advanced courses in epidemiology, biostatistics, program and policy evaluation, protocol development, and grant writing. Students in the Global Health track take advanced courses in global health, leadership, policy, and management, with an emphasis on education, management/leadership, or biomedi-cal informatics in global settings.

• Satisfactorycompletionofapracticumandthemaster’sthesis,whichwillbegradedasPass/Fail,isalsorequired.

• Upto15credithoursofcourseworkfromotherschoolsat Vanderbilt or other universities may be applied to the required 42 credit hours needed for the degree, conditional upon the approval of the Admissions Committee; other hours must be completed from program offerings.

Master of Science in Clinical InvestigationDegree Requirements

• CandidatesfortheM.S.C.I.mustcomplete35semestercredit hours of the core course work.

• Completionofafinalprojectintheformofasubmission-ready, extramural grant or an original article for publication


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in a peer-reviewed journal is also required. Final projects are reviewed and approved by the Promotions Committee.

• Studentswhoareunabletocompleteagrantormanuscriptmay submit a thesis. The thesis should include a brief intro-ductionexplainingwhyagrantormanuscriptcouldnotbe submitted. No oral presentation is required. The thesis should include a brief statement of the student’s role in the work to be described in the research report and a 10-to-15-pagereportoutliningthehypothesistested,backgroundandsignificanceofthework,theexperimentalapproachandmethods,dataanalysis/samplesizecalculations,antici-patedresultsandpitfalls,resultstodate,interpretationofresults,discussionofresults,andfutureplans.


Professional Doctorate in Medical PhysicsDegree Requirements

• CandidatesfortheD.M.P.mustcompleteatotalof92semestercredithours.Ofthistotal,50semestercredithourswillbeindidacticclassroomandlaboratoryinstruction,withanemphasisoneitherimagingorradiotherapyphysics.

• Candidateswillcompleteanindependentstudyprojectforsix semester credit hours.

• Studentsarerequiredtocomplete30semestercredithoursofprofessionalclinicalrotations.Clinicaltrainingwilltotalaminimumof24months.Limitedintroductoryclinicaltrainingcalledpracticum(approximatelythreefull-timeequivalentmonths)willoccurinyear2;studentswill receive 6 professional credit hours for the successful completion of the practicum.

Master of Science in Medical Physics (in passing)Degree Requirements

• OnlyD.M.P.candidatesmayreceivetheM.S.M.P.(inpass-ing)aftersuccessfulcompletionofdegreerequirements.

• CandidatesfortheM.S.M.P.mustcompleteatotalof38semestercredithours.Ofthistotal,32semestercredithourswill be in didactic classroom and laboratory instruction with anemphasisoneitherimagingorradiotherapyphysics.

• Studentsarerequiredtocomplete6semestercredithours of professional clinical rotations or practicum. The practicumisspecifictotheareasofclinicaldiagnosticandnuclearmedicineimagingorradiotherapytreatmentplan-ningandassociatedtechniques.

• Studentsmaychooseathesisornon-thesisoptionineitherdiscipline.Studentsinthenon-thesisoptionmaychoosetoparticipateina1-2semestercredithourindependentstudy.

AcademicPolicies—OtherDegrees

RegistrationAcademic Load and Credit Hours. The normal academic load

forfulltimestatusis8to12hoursinthefallandspringsemes-ters.Half-timestatusis4to7hours.Thesummerfull-timeloadis6ormorehourswithhalf-timeloadat3to5hours.Allfull-timestudentsmustregistereachfallandspringsemesterwithnobreaksinregistrationtoremainingoodstanding.Students

intheDepartmentofHearingandSpeecharerequiredtohavecontinuousenrollmentthroughfall,spring,andsummersemesters.Forcoursesgiveninsequenceorwithprerequisitecourses,astudentmaynotenrollinthesecondorsubsequentcoursewithoutcompletingthefirstcourseinthesequencewithagradeofBorhigher.

Credithoursaresemesterhours;e.g.,athree-hourcoursecarriescreditof3semesterhours.Onesemestercredithourrepresentsatleastthreehoursofacademicworkperweek,onaverage,foronesemester.Academicworkincludes,butisnotnecessarilylimitedto,lectures,laboratorywork,homework,research,classreadings,independentstudy,internships,prac-tica,studiowork,recitals,practicing,rehearsing,andrecitations.SomeVanderbiltcoursesmayhaverequirementsthatexceedthis definition.

Changes in registration.Changestosemester-longcoursesmustbemadewithinthechangeperiod(thefirsttendaysofthe term). A student may formally withdraw from a course after theendofthechangeperiodwiththepermissionofthefacultymember,andagradeofWwillbegiven.Afterthemid-pointofthesemester,astudentisnotpermittedtowithdrawfromthecourseexceptundercertaincircumstances.Failingthecourseisnotconsideredoneofthecircumstances.Studentsshouldalsobeawareoffinancialramificationsofdroppingacourseafterthechangeperiod.Someprogramsmayallowadditionalchangeperiods within the term.

Auditing a course.Auditingofcoursesmaybesubjecttoprogram-specificpolicies.Someprogramsdonotallowauditingduetothestrongemphasisonstudentparticipationincoursework.Withtheprogramandinstructor’spermission,studentsmaybepermittedtoauditacourse.Onlystudentsregisteredforregularcourseswillbeallowedtoauditacourse.Studentswhoauditareexpectedtoattendclassregularly.Auditswillberecordedonthestudent’stranscript.Studentsmaybelimitedtothenumberofcoursesthatmaybeauditedinagivensemester.AgradeofAW will be entered onto a transcript when a student withdrawsfromacoursethatisbeingauditedafterthechangeperiod(thefirsttendaysoftheterm).

Special students.Specialstudentsadmittedasnon-degreeseekingstudentsmayregisterforselectedcourses.Studentsseekingspecialstudentstatusmustsubmitanapplicationtotheprogramwithinwhichthecourseisoffered.Approvaloftheinstructorandtheprogramadministrationisrequired.Specialstudentsmustmeetthesameeligibilityrequirementsastheprogram’sdegreeseekingstudents.Registrationforindividualclassesiscontingentuponavailabilityofspaceinthecourse.

Joint degree students.Studentspursuingajointdegreewillberequiredtodesignateaprimarydegreeprogramduringeachregistrationperiod.

Grading and Promotion PoliciesGrading. Thegradingscalewillincludethefollowing:

A+ = 4.0A = 4.0A- = 3.7B+ = 3.3B = 3.0B- = 2.7C+ = 2.3C = 2.0C- = 1.7 (no earned hours/quality hours and quality points only)F = No credit

Pass/Fail Grading:Somecoursesmaybedesignatedaspass/fail.ThegradesforthesecourseswillnotbecalculatedintheGPAunlessthefinalgradeisF.Degree-seekingstudentsmay

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not elect to take a course pass/fail. Non-degree seeking students may be allowed by a program to elect to take a course pass/fail.

Incomplete: The grade I (Incomplete) may be used at the discretion of the instructor in those cases in which the student is not able to complete work in the normal time. An I that is not replaced by a letter grade within one year may be changed to an F at the discretion of the instructor. Otherwise, the I may become permanent and remain on the transcript as such.

A Grade of W: The grade of W is entered onto the tran-script when a student withdraws from a course after the close of the change period (the first ten days of the term) or from the School of Medicine program.

Academic Probation and Good Standing: A cumulative grade point average of 3.0 is required for graduation. A semes-ter average of 3.0 is required to remain in “good standing.” A student whose cumulative grade point average falls below 3.0 may be placed on probation for one semester. If at the end of the semester the grade point average is still below 3.0, the student may be advised to withdraw or face dismissal. Degree programs may have additional requirements concerning requirements for the degree.

Repeating a Course: Students may be required to repeat a course for which a grade of C or below was received. Both courses will be reflected on the transcript, but the second grade earned will be the one used in computing the student’s grade point average. In some programs only a grade of B or better will count toward degree requirements.

Grade Change Policy: A grade recorded in the University Registrar’s Office (on a transcript) may be changed only upon the written request of the instructor with the approval of the appropriate program official. Changes may be submitted to the School of Medicine registrar for submission. This policy also includes changing an I to a final grade.

Grievance Procedure: Students who believe their academic per-formance has not been judged reasonably or fairly, or who believe their intellectual contributions have not been fairly acknowledged, should consult the director of their degree program with any concerns. Each program will determine the process through which a grievance will be addressed. It is recommended that students address these issues as soon as possible, but preferably within six months of the completion of the course work.

Transfer Credit: Only those courses for which a student has received a grade of B or its equivalent will be considered for transfer. In general, no more than 6 credit hours earned as a non-degree seeking student may be applied toward degree credit. In some programs, students may petition for approval of additional credits to be applied to their degree program. Credit will not be given for courses taken in the Division of Unclassified Studies.

Credit for Courses Taken as an Undergraduate: Students may not request credit for work taken prior to beginning the degree program if the credit was used to satisfy requirements of the previous degree. Students wishing to receive credit from previous work must request approval through the director of the program.

Satisfactory Academic Progress: The normal time frame for completion of required course work for the doctor of audiology and doctor of medical physics degrees is four academic years. The maximum time for completion of these degrees is no more than five years. The normal time frame for completion of required course work for the master of public health, master of educa-tion of the deaf, master of science (speech-language pathology) and master of clinical investigation is two years. The maximum time for completion of these degrees is no more than three years. The normal time frame for completion of required course work for the master of laboratory investigation is three years. The

maximum time for completion of the degree requirements is no more than four years.

Student ActionsLeave of Absence. Students who wish to interrupt their

study must request and receive a leave of absence from the program director. Additional approval may be required for some programs. A leave of absence is granted for a maximum of one year. Students who do not register after the leave may be dropped from the rolls and may be required to request rein-statement to the program. All programs have limits to the time within which all requirements must be completed, and it is the student’s responsibility to be aware of these limits.

Withdrawal from the University. Students who intend to withdraw from the university should inform the program director in writing. Improper notification may result in aca-demic or financial penalties.

CommencementThe university holds its annual Commencement ceremony following the spring semester. Degree candidates must have completed successfully all curriculum requirements and have passed all prescribed examinations by the published deadlines to be allowed to participate in the ceremony. In the same way when degree requirements have been completed, it is necessary for the degree to be conferred. A student completing degree requirements in the summer or fall semester will be invited to participate in Commencement the following May; however, the semester in which the degree was actually earned will be the one recorded on the diploma and the student’s permanent record. Students unable to participate in the graduation ceremony will receive their diplomas by mail. All students are required to be free of indebtedness to the university at the time of graduation.

School of Medicine / Academic Program and Policies

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Alpha Omega AlphaA chapter of this medical honor society was established by char-ter in the School of Medicine in 1923. Not more than one-eighth of the students of the fourth-year class are eligible for member-ship, and only one-half of the number of eligible students may be elected to membership during the last half of their third year. The society has for its purpose the development of high stan-dards of personal conduct and scholarship and the encourage-ment of medical research. Students are elected into membership on the basis of scholarship, character, and originality.

Founder’s MedalThe Founder’s Medal, signifying first honors, was endowed by Commodore Cornelius Vanderbilt as one of his gifts to the University. This medal is awarded to the student in the gradu-ating class of the School of Medicine who, in the judgment of the Executive Faculty, has achieved the strongest record in the several areas of personal, professional, and academic perfor-mance in meeting the requirements for the doctor of medicine degree during four years of study at Vanderbilt.

Class Day AwardsTHE SCHOOL OF MEDICINE AWARD OF DISTINCTION. This award is presented to students who have demonstrated outstanding leadership abilities in service to the School of Medicine.

DEAN’S AWARD. Presented to medical students distinguished by out-standing service to the School of Medicine and the community.

THE DEAN’S AWARD FOR RESEARCH. This award is presented to the graduating medical student who best exemplifies the attributes that lead to success in basic science or clinical research, namely creativity, dedica-tion, productivity/multiple publications and careful diligence.

THE KAUFMAN PRIZE IN MEDICINE. This award honoring J. Kenneth Kaufman, M.D. ’39, is presented to a graduating medical student who has demonstrated qualities of humaneness, dedication, and unselfish service in the study of medicine and will apply these qualities in medical practice.

THE GEOFFREY DAVID CHAZEN AWARD. This award for innovation in medical education was established to recognize a student, resident, fel-low, or faculty member who has made special contributions to the edu-cational programs of the Vanderbilt University School of Medicine through the development and implementation of effective innovation in educational approach.

GLASGOW–RUBIN CERTIFICATE OF COMMENDATION. This certificate is presented in recognition of women medical students who graduate as honor graduates. It serves to reaffirm the American Medical Women’s Association’s commitment to encouraging their continuing achievement.

THE GEORGE AND BARBARA BURRUS MEDICAL MISSIONS AWARD. This award is presented to a student who has demonstrated exceptional interest and participation in providing medical care to the poor during medical school either locally or abroad.

THE LEONARD TOW HUMANISM IN MEDICINE AWARD. PRESENTED BY THE ARNOLD P. GOLD FOUNDATION. This award is given to a grad-uating student and a faculty member who demonstrate compassion and empathy in the delivery of health care, and who engender trust and confi-dence in both their patients and colleagues while adhering to professional ethical standards.

DAVID R. FREEDY MEMORIAL AWARD. This award was established to honor the memory of David Richard Freedy, a member of the Class of 1993. It is given to the student whose character, integrity, and courage provide inspiration to others and who has been dedicated to improving and promoting community life.

AMOS CHRISTIE AWARD. This award recognizes the student in the grad-uating class who has demonstrated the outstanding qualities of scholar-ship and humanity embodied in the ideal pediatrician. The award is in memory of Dr. Amos Christie, who was Professor and Chairman of the Department of Pediatrics from 1943 to 1968.

JOHN G. CONIGLIO PRIZE IN BIOCHEMISTRY. This award presented to a medical student who has distinguished him/herself in Biochemistry. Both accomplishments in biomedical research and performance in Bio-chemistry courses are considered in evaluating candidates for this award. This award was established by friends of Professor Coniglio on the occa-sion of his retirement to honor his many contributions to medical educa-tion at Vanderbilt.

JOHN L. SHAPIRO AWARD FOR EXCELLENCE IN PATHOLOGY. This award, given upon action of the Department of Pathology, recognizes out-standing student performance in pathology. It is given annually or other-wise depending upon action by the department and honors the memory of Dr. John L. Shapiro, who was Professor and Chairman of the Department of Pathology from 1956 to 1971. Dr. Shapiro remained an active partici-pant in a variety of university and community activities, until his death on July 15, 1983.

CANBY ROBINSON SOCIETY AWARD. With nominations generated from the fourth year class, this award is presented to a member of the gradu-ating class who possesses those intangible qualities of common sense, knowledge, thoughtfulness, personal warmth, gentleness and confidence which combine to make the “Ideal Doctor”...the person fellow classmates would most like to have as their personal physician.

THE ALBERT WEINSTEIN PRIZE IN MEDICINE. The Weinstein Prize in Medicine is awarded to a student who has demonstrated high academic achievement, superior clinical competence, and the qualities of dedication and professionalism that characterize a good physician.

RUDOLPH KAMPMEIER PRIZE IN MEDICINE. The Kampmeier Award is presented by the Department of Medicine to the graduate who, in the judgment of the faculty, best combines high academic achievement with clinical excellence, original scholarship or research, and demonstrated potential for an academic career.

SURGICAL CLERKSHIP AWARD. This award is presented by the Section of Surgical Sciences to a student who has shown superior performance in the third-year surgical clerkship and who plans to enter graduate educa-tion in surgery.

THE H. WILLIAM SCOTT JR. PRIZE IN SURGERY. This award is pre-sented to the graduating medical student who exemplifies the qualities of leadership, performance, and character reflecting the ideal surgeon.

HOSPITAL AWARD OF EXCELLENCE. This award recognizes the fourth year medical student by the chief residents of the services as having con-tributed most toward excellent patient care by demonstrating sensitivity, compassion, and concern in clinical responsibilities to patients of Vander-bilt Medical Center.

BEAUCHAMP SCHOLARSHIP. Endowed and awarded to the student showing the greatest progress in the field of psychiatry.

Honors and Awards

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THE AWARD FOR EXCELLENCE IN INFECTIOUS DISEASES. This award is presented by the Divisions of Infectious Diseases in the Departments of Medicine and Pediatrics to the student who has demonstrated outstand-ing aptitude and performance in clinical and investigative efforts in infec-tious diseases or microbiology.

THE ORTHOPAEDIC SURGERY CLERKSHIP AWARD. This award is pre-sented by the Department of Orthopaedic Surgery to the student who has excelled in both the third and fourth year orthopaedic clerkships, and who has demonstrated outstanding potential in the field of orthopaedic surgery.

THE TOM NESBITT AWARD. This award is presented by the Nashville Academy of Medicine in recognition of the service and contribution of Tom Nesbitt, M.D., as a member of the Academy and 133rd president of the American Medical Association. It also honors the quality of medical leader-ship in Nashville, as evidenced through the eight AMA presidents elected from the Nashville Academy of Medicine, the most of any county in the country. For achievement in educational, socio-economic, and legislative affairs, the Tom Nesbitt award is presented to the graduating medical student who has understanding and appreciation for such endeavors, and who demonstrates exemplary character and leadership.

LONNIE S. BURNETT AWARD IN OBSTETRICS AND GYNECOLOGY. This award is given to the student demonstrating superior performance and who exemplifies the qualities of dedication, leadership, compassion, and integrity in the field of Obstetrics and Gynecology.

PAULA C. HOOS AWARD. The first-year class presents this award in rec-ognition of teaching excellence in the anatomy laboratory and to express appreciation for the assistance of members of the graduating class.

ROENTGEN AWARD. This award is given to a graduating medical student who has made important contributions in one of the radiological sciences during four years of study. Named for Wilhelm Conrad Roentgen, a pio-neer in diagnostic radiology, the award recognizes discoveries in either clinical or research areas.

THE HARRISON SHULL SR. GASTROENTEROLOGY AWARD. This award is to recognize a medical student who has demonstrated outstand-ing clinical performance during the student rotation in gastroenterology or hepatology.

J. DONALD M. GASS AWARD IN OPHTHALMOLOGY. This award is established in honor of Dr. J. Donald M. Gass, a graduate of Vanderbilt University School of Medicine, Class of 1957 and a renowned medical retina specialist. This award is given to a student who demonstrates excel-lence in ophthalmic education and research

EXCELLENCE IN EMERGENCY MEDICINE. This award for Excellence in Emergency Medicine is given on behalf of the Society for Academic Emer-gency Medicine. This award recognizes a medical student for outstanding clinical performance in the Emergency Department at Vanderbilt University Medical Center.

TENNESSEE ACADEMY OF FAMILY PHYSICIANS OUTSTANDING STU-DENT IN FAMILY MEDICINE AWARD. This award is presented in recogni-tion of dedication to the high ideals of family medicine.

OSCAR B. CROFFORD AWARD FOR DIABETES/ ENDOCRINE RESEARCH. This award is presented by the Division of Diabetes, Endo-crinology, and Metabolism and the Vanderbilt Diabetes Center to the graduating medical student who has performed outstanding research in the area of diabetes and endocrinology. This award was established to honor Dr. Oscar B. Crofford for his contributions to the diabetes research at Vanderbilt and throughout the world.

JAY W. SANDERS HONORS IN AUDIOLOGY AWARD. Given by the fac-ulty in the Department of Hearing and Speech Sciences for outstanding clinical and academic achievement in audiology.

AMERICAN ACADEMY OF NEUROLOGY MEDICAL STUDENT PRIZE FOR EXCELLENCE IN NEUROLOGY. This award is to recognize medical students for excellence in clinical neurology.

DAVID L. ZEALEAR PH.D. OTOLARYNGOLOGY SCHOLAR–INITIATIVE AWARD. This award is presented to a medical student who excels beyond clinical competence and who has become distinguished for outstanding effort towards the academic mission of otolaryngology—research, teach-ing, and/or outreach.

DAVID N. ORTH AWARD IN ENDOCRINOLOGY. This award is presented by the Division of Diabetes, Endocrinology, and Metabolism and the Endo-crine Society, the largest professional association devoted to all aspects of endocrinology, to a graduating medical student who has demonstrated outstanding performance in clinical or research endocrinology. The award honors Dr. David N. Orth for his contributions to and leadership in endo-crinology. He served as director of Vanderbilt’s Endocrinology Division and as president of the Endocrine Society.

DIXON N. BURNS AWARD IN MEDICAL ETHICS. This is an award given by the Center for Clinical and Research Ethics to the graduating medical student who has, through a written essay, demonstrated unusual ability in identifying and analyzing ethical issues presented in either clinical or research contexts.

FAMILY AND COMMUNITY MEDICINE MERIT AWARD. This award is pre-sented to a graduating medical student who has demonstrated leadership and a commitment to family and community health care.

GERALD FENICHEL AWARD IN NEUROLOGY. Dr. Gerald Fenichel, pro-fessor of neurology and pediatrics, founded the Department of Neurology at Vanderbilt University Medical Center and served as chairman from 1969 to 2001. As one of the founders of the Child Neurology Society, his con-tributions to the fields of neurology and child neurology are immeasurable. This award is presented to a graduating medical student entering neurol-ogy or child neurology who has demonstrated outstanding aptitude for clinical neurology and a devotion to patient care.

JAMES T. GWATHMEY PRIZE IN ANESTHESIOLOGY. This award is pre-sented to the graduating medical student who most clearly demonstrates the potential for excellence in academic anesthesiology. It is named after Dr. James Tayloe Gwathmey, a former Vanderbilt medical student who graduated in 1899 and went on to lead the creation of a new medical specialty called anesthesiology.

MILDRED T. STAHLMAN AWARD. This award honoring the pioneering spirit and achievements of Vanderbilt pediatrician Mildred Stahlman is pre-sented to the graduating student entering pediatrics whose performance exemplifies the highest standards of leadership, professionalism, and commitment to improving the lives of children.

OUTSTANDING TEACHING BY A MEDICAL STUDENT IN BRAIN AND BEHAVIOR. An award, given by the Department of Cell and Developmen-tal Biology, to recognize truly outstanding teaching by a medical student in the Brain and Behavior module.

RICHARD B. JOHNSTON JR. AWARD. This award is presented to a grad-uating student entering pediatrics who has demonstrated excellence in ac-ademic scholarship and an extraordinary commitment to clinical medicine exemplifying the highest professional standards of the physician-scientist.

RUSSELL J. LOVE HONORS IN SPEECH-LANGUAGE PATHOLOGY. Given by the faculty in the Department of Hearing and Speech Sciences for outstanding clinical and academic achievement in speech-language pathology.

School of Medicine / Honors and awards

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Financial Information for Medical Students

Tuition for the academic year 2014/2015 is $45,350. The annual expense of a first-year student in the School of Medicine is estimated to be $76,376.

Tuition and fees are set annually by the Board of Trust and are subject to review and change without further notice.

2014/2015Application fee (to accompany secondary application) $ 50Student activities and recreation fee 496Student health insurance 2,539Professional liability insurance 410Student long-term disability insurance 52Student health service fee 65Verification fee 150Transcript fee (one time only) 30

Payment of Tuition and FeesAll regularly enrolled medical students must pay the full tuition each year. There will be no exception to this require-ment. Graduate students who enroll in courses in the medical curriculum for credit toward an academic degree and who later become candidates for the doctor of medicine degree may be required to pay the full tuition as indicated above. One half of tuition, fees, and other university charges are due and payable by 13 August. The second half of tuition, fees, and other uni-versity charges are due and payable by 31 January. Additional information can be found at vanderbilt.edu/stuaccts.

Refund of TuitionStudents who withdraw officially or who are dismissed from the university for any reason after the beginning of a term may be entitled to a partial refund in accordance with the schedule shown below. No refund will be made after the tenth week in any term.

Withdrawal prior to the end of Reduction

1st full week 100% 2nd full week 90% 3rd full week 85% 4th full week 80% 5th full week 75% 6th full week 65% 7th full week 60% 8th full week 50% 9th full week 45%10th full week 40%

No refund after the 10th full week.

Late Payment of FeesCharges not paid by 13 August will be automatically deferred, and the student’s account will be assessed a monthly late pay-ment fee at the following rate: $1.50 on each $100 that remains unpaid after 13 August ($5 minimum). An additional monthly late payment fee will be assessed unless payment is received in

full on or before the end of each month, and late payment fees will continue for each month thereafter based on the outstand-ing balance unpaid as of the end of each month. All amounts deferred are due not later than 15 October for fall semester and 15 March for spring semester. Graduating students are not allowed to defer charges that are billed in advance for the final semester.

Financial ClearanceStudents may not be allowed to register for any term if they have outstanding unpaid balances for any previous term. No transcript, official or unofficial, will be issued for a student who has an outstanding balance until the account has been paid. Diplomas of graduating students may be withheld until all bills are paid.

International students must provide documentation of having funds sufficient to meet all tuition, mandatory fees, and living expenses for the anticipated period of enrollment before a visa will be issued. Information will be provided by the uni-versity Office of International Student and Scholar Services.

Activities and Recreation FeesThe required student activities and recreation fees entitle students to use the facilities of Sarratt Student Center and the Student Recreation Center. The fees also cover admission to certain social and cultural events and subscriptions to certain campus publications. Specific information on these fees is published annually in the Student Handbook. By payment of an additional fee, students and their spouses may use their identification cards for admission to athletic events.

Professional Liability InsuranceStudents will be automatically covered with professional liability insurance, required of all enrolled medical students, at the time of registration. The annual premium is payable in addition to tuition. Details of the policy are available at the university student insurance office, and students are encour-aged to familiarize themselves with these details and with their responsibilities in this regard.

Students are covered whether they are at the Vanderbilt-affil-iated hospitals (Vanderbilt University Medical Center, Nashville Veterans Administration Hospital, St. Thomas Hospital, or Baptist Hospital) or elsewhere as a “visiting student,” providing that (1) the clerkship or other educational experience has prior approval from the School of Medicine as course work for credit, and (2) the activities within this experience are consonant with the student’s level of training and experience and are performed under the supervision of appropriate faculty and/or staff.

Disability InsuranceStudents will be automatically covered with long-term disabil-ity insurance, required of all enrolled medical students, at the time of registration. The annual premium is payable in addi-tion to tuition. Details of the policy can be found at https://medschool.vanderbilt.edu/financial-services/insurance.

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Student Health InsuranceAll degree-seeking students registered for 4 or more hours at Vanderbilt are required to have adequate hospitalization insurance coverage. The university offers a sickness and accident insurance plan that is designed to provide hospital, surgical, and major medical benefits. A brochure explaining the limits, exclusions, and benefits of insurance coverage is available at www.gallagherstudent.com. Additional informa-tion is also available at vanderbilt.edu/stuaccts/g_health.html.

Student Health Service FeeThe required student health service fee covers required immu-nizations and health screening tests.

Verification FeeThe required verification fee covers all verification processes as required, including criminal background checks and drug screens.

Transcript FeeAll new students entering Vanderbilt for the first time are charged a one-time transcript fee for official university transcripts.

Financial AssistanceEducation leading to the doctor of medicine degree requires a careful consideration of financial commitment by prospective students and their families. Financial planning is an important part of the student’s preparation for medical school.

Scholarships awarded on the basis of merit and need are available through Vanderbilt. Financial aid from school sources must be considered a supplement to governmental and other sources, rather than the primary source of funds necessary to attend medical school. Institutional financial aid is not adequate to meet students’ demonstrated need, but approved educational expenses are met with funds from a combination of sources. Government funds that furnish significant loans to medical stu-dents are the Federal Direct Unsubsidized Loan and the Federal Direct Graduate PLUS loans. Private and institutional loans are also available to international students.

Additional information and applications for financial aid are online at https://medschool.vanderbilt.edu/financial-services/. Applicants desiring more specific information about financial aid resources should contact the medical school Office of Student Financial Services.

The following are Vanderbilt University School of Medicine institutional scholarships and loans available to assist students.

ScholarshipsTHE JAMES T. AND OLIVIA R. ALLEN SCHOLARSHIP FUND. Established in 1993 by Dr. and Mrs. James T. Allen (M.D. 1942) to provide scholar-ship assistance to needy and worthy students enrolled in the Vanderbilt University School of Medicine. Preference should be given to students who are members of the First Baptist Churches of Murfreesboro, Dickson, Waverly, Tennessee, in that order, but if no qualified students apply in any one year, that preference then be given to applicants who are Tennessee residents, and if no such qualified student applies in that year, give it to any qualified applicant.

THE ALPHA KAPPA KAPPA SCHOLARSHIP FUND. These funds are made available to students through contributions from alumni of the Alpha Kappa Kappa medical fraternity.

THE LUCILE R. ANDERSON SCHOLARSHIP FUND. This scholarship was established by Lucile R. Anderson (M.D. 1933).

THE SUE AND NELSON ANDREWS SCHOLARSHIP FUND. This en-dowed scholarship fund was established in 2001 through the generos-ity of Board of Trust member Nelson Andrews (B.A. 1950) and his wife, Sue Adams (B.A. 1951), to help deserving and needy students attend the School of Medicine.

THE BAKER-LEONARD SCHOLARSHIP. This scholarship was estab-lished by Quentin B. Leonard in memory of his grandparents, Bertha B. Baker and James S. Baker, his parents, Josephine F. Leonard and Sidney Leonard, and his uncle, Serring B. Baker.

THE EUGENE AND MARGE BESPALOW SCHOLARSHIP FUND. This en-dowed scholarship fund for deserving medical students was established by Dr. Bruce Dan (M.D. 1974) in honor of his grandparents.

THE THOMAS M. BLAKE SCHOLARSHIP. This endowed scholarship was established through a bequest provision by the late Thomas M. Blake, a 1944 graduate of the School of Medicine. The income is used to assist worthy students in the School of Medicine on the basis of merit. Partial-tuition scholarships are awarded periodically.

THE DR. DANIEL B. BLAKEMORE SCHOLARSHIP FUND. This endowed scholarship was established by the will of Mrs. Nell J. Blakemore in mem-ory of her husband for the benefit of worthy medical students who are in need of financial assistance.

THE POPPY PICKERING AND RICHARD D. BUCHANAN SCHOLAR-SHIP. This endowed scholarship was established in 2011 by Poppy Pick-ering (B.S.N. 1961) and Richard D. Buchanan (B.A. 1957, M.D. 1961) to provide financial support based on need or merit to deserving students at the School of Medicine.

THE BURRUS SCHOLARSHIP FUND. This endowed scholarship was es-tablished by members of the Burrus family to help meet the cost of tuition for medical students.

THE GREER BUSBEE III SCHOLARSHIP FUND. This endowed scholar-ship fund was established in 1999 by Dr. and Mrs. Brandon Busbee in remembrance of Greer Albert Busbee III for the benefit of medical students with financial need.

THE THOMAS CULLOM BUTLER AND PAULINE CAMPBELL BUTLER SCHOLARSHIP. This endowed scholarship was established by Thomas Cullom Butler (M.D. 1934) for worthy and needy medical students.

THE JIM AND JAN CARELL SCHOLARSHIP. This annually funded schol-arship was established in 2011 by James W. and Janet K. Carell to pro-vide financial support based on need to deserving students at the School of Medicine.

THE CARELL FAMILY SCHOLARSHIP. Established in 2012 by the chil-dren of James W. Carell to provide annual scholarship support to deserv-ing students at the School of Medicine.

THE WILLIAM ROBERT CATE, M.D., SCHOLARSHIP. This endowed scholarship was established in 1996 by numerous donors to provide unre-stricted scholarship support for the School of Medicine.

THE JOHN E. CHAPMAN M.D. ENDOWED SCHOLARSHIP FUND. This endowed fund was established in 2001 by friends, colleagues, and medi-cal alumni to honor Dean Chapman, the seventh dean of the School of Medicine, upon his retirement after twenty-five years of service. Full- and partial-tuition scholarships are awarded on the basis of merit and need.

THE JOHN E. CHAPMAN, M.D., AND JUDY CHAPMAN SCHOLARSHIP. This endowed scholarship fund was established through a bequest provi-sion by the late Grace McVeigh to honor her friends Dean Chapman and his wife Judy for their many years of service at Vanderbilt University. The income is used to support needy and worthy students in the School of Medicine.

THE ALICE DREW CHENOWETH SCHOLARSHIP. This scholarship hon-ors the career of Dr. Alice Drew Chenoweth (M.D. 1932), who had a distin-guished career as a pediatrician in the area of public health.

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THE 1943 SCHOOL OF MEDICINE MARCH AND DECEMBER CLASS SCHOLARSHIP. These endowed scholarships were established by mem-bers of these medical school classes.

THE 1946 SCHOOL OF MEDICINE CLASS SCHOLARSHIP. This scholar-ship was established by members of this medical school class.










THE 1978 SCHOOL OF MEDICINE CLASS SCHOLARSHIP. This scholar-ship was established in 2007 to provide scholarship support to students enrolled in the School of Medicine.









THE DR. ROBERT D. COLLINS SCHOLARSHIP FUND. This endowed scholarship was established by alumni in honor of Dr. Robert D. Collins (M.D. 1951) a distinguished and admired longtime professor of pathology.

THE COMMONWEALTH SCHOLARSHIP. This scholarship aid is made possible by the generosity of the Commonwealth Fund of New York City, a private foundation which has been supporting needy and deserving stu-dents in the School of Medicine for many years.

THE MARVIN B. AND MILDRED G. CORLETTE SCHOLARSHIP. This scholarship was established in December 2003. This endowment will sup-port students in the medical school.

THE LOUISE WILLIAMS COUCH SCHOLARSHIP. This endowed scholar-ship was established in 1998 in a letter from Dr. Orrie A. Couch requesting that a fund he established in 1962 at the George Peabody College for

Teachers (now Peabody College at Vanderbilt) be transferred to the medical school for the purpose of providing scholarship support for medical students.

THE DEBORAH AND C. A. CRAIG II MEDICAL SCHOLARSHIP FUND. This fund was established in 1992 by Mr. and Mrs. C. A. Craig II. It pro-vides support to talented and deserving students engaged in the study of medicine. Preference is awarded to former Eagle Scouts.

THE JACK DAVIES SCHOLARSHIP FUND. This fund was endowed pri-marily through gifts from the Classes of 1981, 1982, 1983, 1984, and 1994 in honor of the distinguished and beloved longtime professor of anatomy. This fund is designed to provide medical student financial assistance.

THE J. T. AND MARY P. DAVIS SCHOLARSHIP FUND. This endowed scholarship was established by J. T. Davis (M.D. 1931).

THE JOE C. DAVIS SCHOLARSHIP. The Davis Scholarship is given peri-odically to an incoming medical student who has demonstrated qualities of scholarship and leadership, as well as financial need. To be eligible, the candidate must come from a state specified as a Southeastern state east of the Mississippi. Full- and partial-tuition scholarships are awarded periodically for four years of medical study.

THE ANNETTE SCHAFFER ESKIND SCHOLARSHIP. This endowed scholarship was established in 2011 by Annette Schaffer Eskind to pro-vide financial support based on need or merit to deserving students at the School of Medicine.

THE HERBERT ESKIND MEMORIAL FUND. This scholarship honoring the memory of Mr. Herbert Eskind was established by members of his family.

THE ROBERT SADLER–WILLIAM EWERS SCHOLARSHIP FUND. This endowed scholarship was established in honor of Robert Sadler (M.D. 1947) and William Ewers (M.D. 1947).

THE J. F. FOX STUDENT SCHOLARSHIP IN MEDICINE. This fund was established in memory of Dr. J. F. Fox (M.D. 1898) and provides for annual assistance to students in the School of Medicine based on scholarship, promise, and financial need.

THE THOMAS F. FRIST SR., M.D., SCHOLARSHIP. Established in 2006 by H. Lee Barfield (B.A. 1968, J.D. 1974) and Mary Frist Barfield (B.S. 1968) to honor her father and to provide financial assistance to medical students at the Vanderbilt University School of Medicine. Dr. Frist was a pioneer in the world of for-profit health care and founded Hospital Corpo-ration of America in 1968.

THE SHERRY AND RUSSELL GALLOWAY SCHOLARSHIP. This en-dowed scholarship was established in 2012 by Sherry J. Galloway (B.A. 1980, M.D. 1984) and Russell E. Galloway (M.D. 1984) to provide need-based scholarship support to students at the School of Medicine.

THE GHERT-ROUSSEAU FAMILY SCHOLARSHIP FUND. This endowed scholarship was established in 2010 by the Ghert-Rousseau family to pro-vide financial support for deserving students at the School of Medicine.

THE D. G. GILL SCHOLARSHIP FUND. This fund was established in 1982 by the family of the late Dr. Daniel Gordon Gill. First preference goes to those students with financial need who have expressed an interest in the field of public health.

THE FRED GOLDNER, M.D. SCHOLARSHIP. This endowed scholarship was established in 2012 by Martha U. Goldner and Fred Goldner Jr. (BA 1945, MD 1948) to provide scholarship support based on financial need or academic merit to deserving students at the School of Medicine.

THE DRS. FRANK LUTON AND CLIFTON GREER SCHOLARSHIP FUND. This fund was founded in 1995 through a gift from the estate of Dr. Clifton Greer (M.D. 1951) in honor of the late Dr. Luton (M.D. 1927). It provides tu-ition support for medical students with demonstrated financial need, with preference given to those from the southeastern United States.

THE DR. HARRY GUFFEE SCHOLARSHIP FUND. This endowed scholar-ship was established in honor of Dr. Harry Guffee (M.D. 1939). Residents of Williamson County, Tennessee, are given first preference, and residents of the counties adjoining Williamson County are given second preference.

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THE SCOTT AND TRACIE HAMILTON SCHOLARSHIP. This endowed scholarship was established in 2012 by The Pioneer Fund to provide scholarship support based on financial need to deserving M.D. or M.D/Ph.D. students at the School of Medicine. The Pioneer Fund was estab-lished in 1960 by Helen McLoraine, a pioneer in her own right in the oil industry. The gift was directed by trustees Scott and Tracie Hamilton.

THE GLENN AND VIRGINIA HAMMONDS SCHOLARSHIP. This endowed scholarship was established by the late Dr. R. Glenn Hammonds (M.D. 1944). The income is used to provide financial assistance to worthy and needy medical students.

THE FRANK M. HANDLEY SCHOLARSHIP. This endowed scholarship was provided from the estate of Frank M. Handley (J.D. 1928).

EMILY AND H. CAMPBELL HAYNIE SCHOLARSHIP. In October 2001, the Emily and H. Campbell Haynie Scholarship was established in the medical school endowment fund to benefit medical students.

THE JAMES HOLLORAN SCHOLARSHIP. This endowed scholarship was established by the class of 1980 in memory of their classmate, “Ed” Holloran.

THE HARRY R. JACOBSON, M.D., AND JAN JACOBSON SCHOLAR-SHIP. This endowed scholarship fund was created through a bequest by the late Grace McVeigh to honor Vice Chancellor Jacobson and his wife Jan for their service to Vanderbilt University. The income is used to provide support to needy and worthy students in the School of Medicine.

THE HOLLIS E. AND FRANCES SETTLE JOHNSON SCHOLARSHIP FUND. This endowed scholarship was established by Hollis E. Johnson (M.D. 1921).

THE ERNEST G. AND MIRIAM H. KELLY SCHOLARSHIP. This endowed scholarship was established through the trust of Dr. Ernest G. Kelly (B.A. 1922, M.D. 1926) to provide scholarship support within the School of Medicine.

THE EARL A. AND FRANK B. KIMZEY SCHOLARSHIP. This endowed scholarship was established in 2012 through the estate of Mrs. Frances K. Riley to provide scholarship support to deserving students at the School of Medicine.

THE IKE J. KUHN FUND. This scholarship fund is provided by a bequest from the will of Mr. Ike J. Kuhn and is awarded in the School of Medicine to a worthy man or woman born and raised in any of the states commonly known as the “southern states.”

THE ANN R. LIGHT SCHOLARSHIP FUND. This endowed scholarship was established by Ann R. Light for needy medical students.

THE DORIS M. AND FRED W. LOVE SCHOLARSHIP. The Love Scholar-ship was established by Dr. Fred W. Love (M.D. 1945) and Mrs. Love. This tuition scholarship is given periodically and covers four years of study.

THE CHARLES T. LOWE SCHOLARSHIP. This endowed scholarship was established in 2002 through a bequest from Charles T. Lowe (B.A. 1932, M.D. 1936). This scholarship is restricted to residents of Dallas County, Arkansas, Wilson County, Tennessee, or surrounding counties.

THE KONRAD LUX SCHOLARSHIP. This endowed scholarship was es-tablished by the will of Konrad Lux (M.D. 1925) to benefit students in the oral surgery program.

THE THOMAS L. MADDIN, M.D., FUND. This fund is provided by a bequest from the will of Mrs. Sallie A. C. Watkins in memory of Dr. Thomas L. Maddin.

THE JACK MARTIN SCHOLARSHIP FUND. This endowed scholarship was established in honor of Jack Martin (M.D. 1953).

THE MARGARET LOONEY MCALLEN SCHOLARSHIP. Established in 2005 by C. Ashley McAllen (M.D. 1987) to provide scholarship support to deserving students enrolled in the Vanderbilt University School of Medicine based on financial need.

THE ROBERT L. AND BILLYE MCCRACKEN SCHOLARSHIP. This en-dowed scholarship fund was established through the generosity of the late Dr. and Mrs. Robert McCracken. Dr. McCracken (M.D. 1939) was

a Nashville thoracic surgeon. The income is used to provide financial as-sistance to needy and worthy students enrolled in the School of Medicine.

THE PATRICIA AND EDWARD J. MCGAVOCK SCHOLARSHIP FUND. This endowed scholarship fund was established in 1998 through a be-quest provision by the late Patricia McGavock of Old Hickory, Tennessee, to benefit students enrolled in the Vanderbilt University School of Medicine.

THE CHARLES AND EDITH MCGILL SCHOLARSHIP FUND. This en-dowed scholarship was established in 2000 through the proceeds of a life income trust set up by the late Charles M. McGill (M.D. 1935) and his wife, Edith, for the benefit of students enrolled in the Vanderbilt University School of Medicine.

THE BARTON MCSWAIN ENDOWED SCHOLARSHIP This endowed scholarship was established in 1994 with proceeds raised by the Vander-bilt School of Medicine Class of 1958 to honor the late Nashville patholo-gist H. Barton McSwain (B.A. 1927 M.D. 1930). The income is to be used to benefit students enrolled in the Vanderbilt University School of Medicine.

THE BESS AND TOWNSEND MCVEIGH SCHOLARSHIP FUND. This en-dowed scholarship was established in memory of her parents by Grace McVeigh (B.A. 1925) to provide full and partial tuition scholarships for the benefit of needy and worthy students in the School of Medicine.

MEDICAL STUDENT SCHOLARSHIPS GIFT FUND. Funds are available to needy students through gifts donated by alumni and friends of Vanderbilt School of Medicine.

THE H. HOUSTON MERRITT SCHOLARSHIP. This endowed scholarship was established by H. Houston Merritt (M.D. 1922).

THE JAMES PRESTON MILLER TRUST. This trust, left by the will of James P. Miller in memory of his father, James Preston Miller, provides funds to assist in the medical education of deserving young men and women at Vanderbilt University. Residents of Overton County, Tennessee, are to be given first preference, and other residents of Tennessee are to be given second preference.

THE ANN MINOT ENDOWED SCHOLARSHIP. This endowed scholarship was established in 1994 to provide need-based scholarships to students in the School of Medicine.

THE BARBARA D. MURNAN MEMORIAL SCHOLARSHIP. This endowed scholarship fund was established through a bequest provision by the late Barbara Murnan (B.A. 1934). The income provides merit-based awards to medical students. Partial-tuition scholarships are awarded periodically.

THE COLEMAN D. OLDHAM HONOR SCHOLARSHIP. This endowed scholarship was established through testamentary trust agreements by the late Coleman D. Oldham (B.A. 1924) and his sister Emma. Mr. Oldham lived in Richmond, Kentucky. The Oldhams stipulated that the scholarship be used to benefit worthy male students from Madison County, Kentucky, or if not available, worthy male students from Kentucky at large.

THE C. LEON PARTAIN, M.D., AND JUDITH S. PARTAIN SCHOLARSHIP FUND. This endowed scholarship was established in 1998 through a be-quest of the late Grace McVeigh (B.A. 1925) for the benefit of needy and worthy students at Vanderbilt University School of Medicine. The scholar-ship honors Dr. and Mrs. Partain for their service to Vanderbilt University Medical Center during Dr. Partain’s tenure as chairman of the Department of Radiology and Radiological Sciences, 1992–2000.

THE JONATHAN O. PARTAIN, M.D. AND VIRGINIA G. PARTAIN SCHOL-ARSHIP. This endowed scholarship was established in 2012 by Jonathan O. Partain (B.A. 1957, M.D. 1960, HO/FE 1960) to provide scholarship sup-port based on financial need or academic merit to deserving students at the School of Medicine.

THE ALICE AND V. K. PATTERSON SCHOLARSHIP. This endowed schol-arship was established in 2012 by Linda S. Young (B.A. 1981) and David W. Patterson (B.S. 1981, M.D. 1985) to provide financial support based on need or merit to deserving students at the School of Medicine. Preference in awarding should be given to students who add to the diversity of the university.

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THE WILLIAM B. PIDWELL, M.D., AND SUSAN A. PIDWELL SCHOLAR-SHIP. Established in 1999 to provide support to talented and deserving students with demonstrated financial need engaged in the study of medi-cine. Preference is given to those students majoring in family medicine.

THE ELIZABETH CRAIG PROCTOR SCHOLARSHIP. This endowed scholarship was established through the generosity of Elizabeth Proctor and provides partial tuition to a worthy medical student chosen by the Dean of the School of Medicine. The first Proctor Scholarship was award-ed to a student from the incoming class of 2004.

THE DARLINE AND ROBERT RASKIND SCHOLARSHIP. This endowed scholarship was established in 2012 through a bequest from Darline Brunson Raskind and Robert Raskind (M.D. 1938) to provide need-based scholarship support to deserving students at the School of Medicine.

THE THOMAS W. RHODES STUDENT SCHOLARSHIP FUND. Funds provided by the will of Georgine C. Rhodes were left to Vanderbilt Uni-versity for the purpose of establishing a scholarship fund in the School of Medicine.

THE RILEY SCHOLARSHIP. This endowed scholarship was established by members of the Riley family: Harris D. Riley, Jr., M.D. (B.A. 1945 M.D. 1948); Frank Riley (B.A. 1949); Richard F. Riley, M.D. (B.A. 1946 M.D. 1948); and William G. Riley, M.D. (B.A. 1943 M.D. 1945).

THE CANBY ROBINSON SCHOLARSHIPS. Canby Robinson Scholarships provide full tuition for four years. The scholarships are awarded on the basis of demonstrated leadership and scholarship activities. Scholarship recipi-ents are nominated by the Admissions Committee, and final selections are made by a committee from the Canby Robinson Society. These scholar-ships were established in 1986 by the Canby Robinson Society.

THE CANBY ROBINSON SOCIETY STUDENT SCHOLARSHIP BENE-FACTOR PROGRAM. Scholarships are made available to students from members who donate to this program.

THE ROSCOE R. ROBINSON, M.D., AND ANN ROBINSON SCHOLAR-SHIP FUND. This endowed scholarship was established in 1999 through a bequest by the late Grace McVeigh (B.A. 1925) for the benefit of needy and worthy students in the Vanderbilt University School of Medicine. The scholarship honors Dr. and Mrs. Robinson for their service to Vanderbilt Medical Center during Dr. Robinson’s tenure as Vice Chancellor for Medi-cal Affairs, 1981–1997.

THE DAVID E. AND BARBARA L. ROGERS ENDOWED SCHOLARSHIP. This endowed scholarship was established in 2003 by Barbara L. Rogers, the widow of Dr. David E. Rogers, to support students in the School of Medicine.

THE HELEN AND LOUIS ROSENFELD ENDOWED SCHOLARSHIP FUND. This endowed scholarship was established by Helen Rosenfeld, a Vanderbilt University alumna, and Louis Rosenfeld (M.D.1936).

THE GEORGE E. ROULHAC MEMORIAL SCHOLARSHIP FUND. This fund was established in 1994 through a gift from the estate of Dr. Roulhac (M.D. 1939). It provides tuition support for medical education.

THE WILLETT H. “BUDDY” RUSH SCHOLARSHIP. Established in memory of Dr. Rush (M.D. 1941), this scholarship honors the dedication he showed to the practice of medicine and the Frankfort, Kentucky, community. Awards are given in order of preference to students from Frankfort, Ken-tucky, the bluegrass region of Kentucky, and then the state of Kentucky.

THE RICHARD M. SCOTT FINANCIAL AID PROGRAM. This endowed schol-arship was established by the medical class of 1988 to honor Richard M. Scott, director of financial aid for the School of Medicine from 1970 to 1987.

THE JOHN SECONDI SCHOLARSHIP FUND. This endowed scholarship was established in memory of Dr. John Secondi (M.D. 1970).

THE JOHN N. SHELL ENDOWMENT FUND. This scholarship fund is pro-vided by a bequest from the will of John N. Shell.

THE ETHEL AND LOUIS SHIVITZ SCHOLARSHIP. This endowed scholar-ship was established in 2012 by Ira Alan Shivitz (M.D. 1978) to provide

financial support based on need or merit to deserving students at the School of Medicine. Preference in awarding should be given to students who encourage diversity through their commitment to lesbian, gay, bi-sexual, or transgender awareness at Vanderbilt.

THE LESLIE M. SMITH AND EVELYN C. SMITH SCHOLARSHIP ENDOW-MENT FUND. This endowed scholarship fund was established in 1998 by Mrs. Evelyn Clark Smith, widow of Dr. Leslie McClure Smith (M.D. 1930), to be used to assist needy medical students. Preference is given to stu-dents from New Mexico and Kentucky.

THE FRANK C. AND CONNIE EWELL SPENCER MEDICAL SCHOLAR-SHIP FUND. This endowed scholarship fund was established in 1997 by Dr. Frank Cole Spencer (M.D. 1947) and his wife, Connie Ewell Spencer (B.A. 1946), to honor his medical class of 1947 on the occasion of its 50th reunion. The scholarship is used to assist worthy students who would not otherwise be able to afford to attend the School of Medicine.

THE DOROTHEA AND JOSEPH G. SUTTON SCHOLARSHIP IN MEDI-CINE. This scholarship was established in 1995 through a gift from the estate of Dr. Sutton (M.D. 1922) for the benefit of students with financial need who are pursuing the study of medicine.

THE HARLAN HOWARD TAYLOR SURGICAL SCHOLARSHIP. This en-dowment scholarship fund was established through the proceeds of a life income trust set up by the late Dr. Harlan Howard Taylor to benefit medical students going into surgical fields.

THE BETTYE SUE AND JOHN C. THORNTON, JR. SCHOLARSHIP. This endowed scholarship was established in 2013 through a bequest from John C. Thornton, Jr., to provide scholarship support for deserving stu-dents at the School of Medicine.

THE CORNELIUS VANDERBILT SCHOLARSHIPS. The Cornelius Vander-bilt Scholarships are awarded to individuals identified as having a high like-lihood of advancing the leadership goals of the school, while nurturing a rich education environment by assuring racial, economic, and social diver-sity, as well as a diversity of talents, interests, and prior accomplishments.

THE VANDERBILT MEDICAL SCHOOL SCHOLARSHIP FUND. This en-dowed scholarship fund was established in August 2000. The income from this endowment is to be used to provide unrestricted scholarship support to students within the School of Medicine.

THE ANDREW WM. WALKER M.D. SCHOLARSHIP. This endowed schol-arship was established in 2010 by Andrew Wm. Walker, M.D., to provide financial support for deserving students at the School of Medicine.

THE IRENE GEORGIA BEDFORD WATERS SCHOLARSHIP This scholar-ship was established by W. Bedford Waters (M.D. 1974) in honor of his mother, Irene. The scholarship benefits medical students who have dem-onstrated financial need, with first preference going to minority students.

THE FRED C. WATSON MEMORIAL SCHOLARSHIP. This scholarship is made on the recommendation of the School of Medicine to students se-lected by a committee based in Lexington, Tennessee, to students who are graduates of Lexington High School and/or are residents of Hender-son County.

THE JOE AND HOWARD WERTHAN FOUNDATION FUND. The funds made available by this foundation to Vanderbilt University are to be given to those students in the School of Medicine needing financial assistance.

THE JONI P. WERTHAN SCHOLARSHIP. This endowed scholarship was established in 2010 by Joni P. Werthan in honor of Martha Cheatham, a beloved friend. The scholarship provides financial support for one or more outstanding students at the School of Medicine who demonstrate a pas-sion for serving the indigent patient population.

THE JAMES WHITAKER WEST SCHOLARSHIP. This endowed scholar-ship was established in 2011 by Ruth B. and John Thomas West (B.A. 1949, M.D. 1951) to provide financial support based on need or merit to deserving students at the School of Medicine.

THE DR. DAVID HITT WILLIAMS MEMORIAL SCHOLARSHIP FUND. This fund was established in 1998 through the bequest of Eugenia F. Williams

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in memory of her father, a successful financier, professor of obstetrics and gynecology, and medical practitioner in Knoxville, Tennessee. The income from the endowment is to be used to assist worthy and deserving stu-dents in the School of Medicine.

THE WILLS SCHOLARSHIP FUND. Established in 2003 by W. Ridley Wills (B.A. 1956) and Irene Jackson Wills through the Wills Foundation to pro-vide assistance to worthy medical students based on financial need.

THE CHARLES E. AND MILDRED WORK SCHOLARSHIP. This endowed scholarship was established through a bequest gift by the late Dr. Charles E. Work (M.D. 1935). The income is used to provide financial aid to needy and worthy medical students.

Other ScholarshipsOther scholarships are available outside of the institutional financial aid program. They are as follows:

THE MELINDA AND JEFFREY BALSER M.D./PH.D. SCHOLARSHIP. This endowed scholarship was established in 2010 by Jeffrey and Melinda Balser to provide financial support for deserving students at the School of Medicine.

THE ESSERMAN FAMILY MEDICAL SCHOLARSHIP. This endowed scholarship was established in 2012 by Charles and Ivette Esserman to provide scholarship support based on need or merit to deserving M.D. or M.D./Ph.D. students in the School of Medicine.

THE ELBYRNE GRADY GILL SUMMER RESEARCH SCHOLARSHIPS IN OPHTHALMOLOGY AND OTOLARYNGOLOGY. These scholarships pro-vide support for medical student summer research in the areas of ophthal-mology and otolaryngology.

THE GOODMAN FAMILY MEDICAL EDUCATION FUND. This endowed fund was established in 2010 by the Mt. Brilliant Foundation to support medical school educational scholarship to facilitate the training of leaders and scholars in medicine.

THE MARY AND WILLIAM O. INMAN JR. SCHOLARSHIP FUND. This fund was established in 1985 by Miss Grace McVeigh (B.A. 1925) to ben-efit M.D./Ph.D. students.

THE MEADE HAVEN SCHOLARSHIPS IN BIOMEDICAL SCIENCES. Meade Haven scholarships in biomedical sciences have been endowed to provide support for medical students who have made a serious career commitment to obtain advanced experience and training in research in the biomedical sciences.

THE ANN MELLY SCHOLARSHIP IN ONCOLOGY. This scholarship is to provide medical students the opportunity to conduct research in the field of oncology. The scholarship recipients, to be known as Melly Scholars, would receive an integrative experience linking the basic sciences with their clinical outcomes. Such scholarships give in-depth exposure to re-search that addresses the cause and treatment of cancer. The scholar-ships have proven to be excellent experiences for medical students trying to determine whether to pursue a career in oncology and academic medi-cine. In the unlikely event that the field of oncology should be transformed or go out of existence, such as has happened with programs studying diseases like polio and tuberculosis, then in consultation with the donor and/or donor’s children or grandchildren, another field of research would be chosen for the scholarship. This is to ensure the continued recognition of Ann Melly’s work in research and education.

THE BARBARA R. AND GLENN H. MERZ SCHOLARSHIP. This endowed scholarship was established in 2010 by Barbara and Glenn Merz to pro-vide financial support for deserving M.D./Ph.D. students at the School of Medicine.

THE HERBERT M. SHAYNE ENDOWMENT. Established in 2003 by the Shayne Foundation to provide tuition support to M.D./Ph.D. students dur-ing the M.D. portion of their training and includes a research laboratory sti-pend. The fund pays tribute to Herbert M. Shayne, a long-time supporter and board member of the medical school.

THE VANDERBILT PRIZE IN BIOMEDICAL SCIENCES SCHOLARSHIP. The Vanderbilt Prize nurtures the career, research, and studies of a prom-ising woman beginning her M.D./Ph.D. studies at Vanderbilt and includes a funded scholarship for the student winner.

THE THOMAS HUGGINS WINN SCHOLARSHIP. Established in 1988 through a bequest from Fanny Edith Winn to benefit M.D./Ph.D. students.

Revolving LoansTHE AMA/ERF LOAN FUND. Funds are available to needy students through gifts donated by the American Medical Association Education and Research Foundation.

THE F. TREMAINE BILLINGS REVOLVING STUDENT LOAN FUND. Es-tablished by Elizabeth Langford and friends, this loan fund honors Dr. Bill-ings and his many contributions as friend and internist. It is to be used for the education of worthy medical students.

THE BLOSSOM CASTER LOAN FUND. This fund was established by Mil-ton P. Caster (M.D. 1949) in honor of his mother, Mrs. Blossom Caster.

THE O. D. CARLTON II LOAN FUND. This revolving loan fund was estab-lished by Hall Thompson in honor of O. D. Carlton II for needy third- and fourth-year medical students.

THE EDWARD F. COLE REVOLVING MEDICAL LOAN FUND. These funds are made available to students through contributions from Dr. Edward F. Cole, a Vanderbilt Medical alumnus.

THE FRANK M. DAVIS AND THEO DAVIS STUDENT LOAN FUND. This endowed loan was established by Frank M. Davis (M.D. 1934).

THE MAX EISENSTAT REVOLVING STUDENT LOAN FUND. This fund was established to honor the memory of Dr. Max Eisenstat.

THE TINSLEY HARRISON LOAN FUND. This fund was established to as-sist needy and worthy medical students by Dr. T. R. Deur, a Vanderbilt Medical School alumnus, in memory of Dr. Harrison, a former teacher and clinician at the school.

THE GALE F. JOHNSTON LOAN FUND. The funds donated by Gale F. Johnston are to be used as a revolving loan fund for students in the School of Medicine.

THE W. K. KELLOGG FOUNDATION LOAN FUND. This fund was estab-lished through donations from the W. K. Kellogg Foundation.

THE LAUDIE AND EDITH MCHENRY REVOLVING LOAN FUND. This fund was established with the proceeds from the trust of Dr. Laudie E. McHenry (M.D. 1953) for students enrolled in the School of Medicine.

THE VANDERBILT MEDICAL FACULTY LOAN FUND. This fund is made available by donations from members of the School of Medicine faculty to be used to defray the educational costs of disadvantaged students.

THE MEDICAL LOAN FUND OF LIFE AND CASUALTY INSURANCE COMPANY OF TENNESSEE. Through donations from the Life and Ca-sualty Insurance Company of Tennessee, needy students are provided revolving student loans.

THE MEDICAL SCHOOL STUDENT AID LOAN FUND. This fund is made possible through contributions from alumni and friends.

THE J. C. PETERSON STUDENT LOAN FUND. This fund was established in memory of Dr. J. C. Peterson to provide loan monies for deserving medical students.

THE COLONEL GEORGE W. REYER MEMORIAL LOAN FUND. This fund was established by Colonel George W. Reyer (M.D. 1918).

THE LEO SCHWARTZ LOAN FUND. This loan fund was established through contributions from Dr. Leo Schwartz.

THE ROBERT E. SULLIVAN MEMORIAL LOAN FUND. Through the gen-erosity of Robert E. Sullivan, a fund has been established to assist worthy and deserving medical students.

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THE ROANE/ANDERSON COUNTY MEDICAL SOCIETY FUND. This re-volving loan fund is given to a needy medical student, with preference given, when possible, to students from Roane, Anderson, and Morgan Counties of Tennessee.

THE THOMPSON STUDENT LOAN FUND. This fund is to be used as a revolving loan fund for students in the School of Medicine from Middle Tennessee.

THE VANDERBILT MEDICAL SCHOOL ALUMNI REVOLVING LOAN FUND. This fund was established through contributions from alumni.

Financial Information for Medical Master’s Degrees and Other Doctoral ProgramsInformation for the 2014/2015 academic year is as follows.

Doctor of Audiology and Master of Education of the Deaf and Master of Science (Speech-Language Pathology)

Tuition, 1st, 2nd, 3rd years $34,860Tuition, 4th year 6,900The total estimated cost of attendance for a first year student is $66,443.

Doctor of Medical PhysicsTuition, 1st, 2nd years $34,140Tuition, 3rd, 4th years 28,695The total estimated cost of attendance for a first yearstudent is $65,722.

Master of Public Health and Master of Science in Clinical Investigation

Tuition, 1st year $32,835Tuition, 2nd year 16,240The total estimated cost of attendance for a first year student is $63,890.

Master of Laboratory InvestigationTuition (12 hours at $1,365/hr.) $16,380The total estimated cost of attendance for a first year student is $47,435.

Master of Health Professions EducationTuition, 1st, 2nd years $24,540The total estimated cost of attendance for a first year student is $55,595.


Other FeesStudent health insurance fee $2,539Activities and recreation fee 422Activities and recreation fee (summer) 74Transcript fee (one time only) 30Student Health Service fee 65Verification fee 150

Payment of Tuition and FeesFall semester tuition, fees, and other university charges are due and payable by 13 August. Spring semester tuition, fees, and other university charges are due and payable by 2 January. Summer charges are due and payable by 30 June.

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Additional information can be found at www.vanderbilt.edu/stuaccts.

Refund of TuitionStudents who withdraw officially or who are dismissed from the university for any reason after the beginning of a term may be entitled to a partial refund in accordance with the schedule shown below. No refund will be made after the tenth week in any semester.

Withdrawal prior to the end of Reduction1st full week 100%2nd full week 90%3rd full week 85%4th full week 80%5th full week 75%6th full week 65%7th full week 60%8th full week 50%9th full week 45%10th full week 40%


Late Payment of FeesCharges not paid by 13 August will be automatically deferred, and the student’s account will be assessed a monthly late pay-ment fee at the following rate: $1.50 on each $100 that remains unpaid after 13 August ($5 minimum). An additional monthly late payment fee will be assessed unless payment is received in full on or before the end of each month, and late payment fees will continue for each month thereafter based on the outstand-ing balance unpaid as of the end of each month. All amounts deferred are due not later than 15 October for fall semester and 15 March for spring semester. Graduating students are not allowed to defer charges that are billed in advance for the final semester.

Financial ClearanceStudents may not be allowed to register for any semester if they have outstanding unpaid balances for any previous semester. No transcript, official or unofficial, will be issued for a student who has an outstanding balance until the account has been paid. Diplomas of graduating students may be with-held until all bills are paid.


Financial AssistanceApproved educational expenses are met with funds from a combination of sources. Government loans that furnish significant loans to students are the Federal Direct Unsubsi-dized Loan and Federal Direct Graduate PLUS loans. Private loans are also available to international students. Additional information and applications for financial aid are online at https://medschool.vanderbilt.edu/financial-services/. Appli-cants desiring more specific information about financial aid resources should contact the Medical School Office of Student Financial Services.

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The School of Medicine offers the following degree programs: Doctor of Medicine, Doctor of Audiology, Doctor of Medical Physics, Master of Education of the Deaf, Master of Science (Speech-Language Pathology), Master of Science in Clinical Investigation, Master of Laboratory Investi-gation, Master of Public Health, and Master of Health Professions Educa-tion. Courses in the School of Medicine are offered in both semester and year-long formats. Courses leading to the M.D. degree do not carry credit hours; other programs use the traditional credit hour designation.

The university reserves the right to change the arrangement or content of courses, to change texts and other materials used, or to cancel any course on the basis of insufficient enrollment or for any other reason.

Courses leading to the Doctor of Medicine

AnatomyANAT 5685. Advanced Study and Skills in Regional Anatomy. The goal of this course is to provide students with an opportunity to advance their understanding of gross anatomy in areas that will inform their future residency and practice. Typically students will perform and demonstrate dissections in their future region of interest; it is also possible to arrange for an experience that spans other anatomical disciplines beyond gross anatomy such as histology and neuroanatomy. Students will pursue an advanced topic in their future residency field and examine pertinent ana-tomical considerations in this focal region of interest. Each student will meet with the course director in advance of the elective to design and outline an individualized learning plan. Students will be required to dem-onstrate the knowledge of the relevant clinical anatomy in the form of an oral presentation to the anatomical faculty and others in the course. This course may be taken in discontinuous segments to accommodate the specialized content needs of the individual student and/or to accommo-date the travel demands during the interviewing season. The course is available from November through February. Fourth year.

AnesthesiologyANES 5310. Basic Clinical Anesthesiology. Students will become an integral part of an anesthesia care team model (attending anesthesiologist and resident) at VUMC. Working side-by-side with this care team, students will learn and actively participate in the perioperative management of adult patients presenting for surgical procedures and diagnostic or therapeutic interventions requiring anesthetic care and management. Students will participate in preoperative assessment, risk stratification, development and execution of anesthetic plan (including induction of anesthesia, airway management, maintenance of anesthesia, and emergence), and immedi-ate postoperative care of patients. This rotation will provide a hands-on, continually monitored and mentored experience. At the conclusion of this two-week elective rotation, students will be able to take and perform a fo-cused anesthesia history and physical, evaluate airway anatomy for ease or difficulty of airway management, and demonstrate valuable skills of mask/bag ventilation, intubation, and LMA placement. Additionally, through desig-nated lectures, assigned textbook, selected journal readings, and hands-on clinical experiences, students will be acquainted with the pharmacology and physiology of anesthetic induction and maintenance agents, neuromuscular blocking drugs, vasoactive substances, local anesthetics, and opioid and non-opioid analgesics. Students will assess and interpret physiologic data from both non-invasive and invasive monitors and explain implementation of interventions to correct physiologic and hemodynamic perturbations.

ANES 5500. Basic Anesthesiology. This pre-clinical elective course is for students at the completion of their first-year course work. It involves spend-ing 2-3 hours per day between 0630-0830 hours. Students will rotate in the

OR, ICU, acute pain service, OB Anesthesia, and PEDS Anesthesia. Stu-dents will experience all facets of anesthesiology. Summer following first year.

ANES 5611. Clerkship in Anesthesiology. This course is a four-week elective providing a multidisciplinary experience in Anesthesiology so that all students will rotate through the following venues: Adult anesthesia at VUH and/or VA; Cardiothoracic anesthesia; Pediatric anesthesia; OB Anesthesia; Neuro ICU/SICU/BICU; Acute pain service. In addition to participating in departmental lectures for residents, Grand Rounds, and M&M, students will be provided with a textbook, Basics of Anesthesia, 5th edition, and The Difficult Airway course manual for use during the elective. Students will keep the SEA curriculum cards and a departmental manual that are given at the beginning of the course. Student specific lectures will also be given during the course. Each student will take one evening call and one weekend day call to provide exposure to anesthesia for trauma and emergency surgery. Prior experience in anesthesia is not required. Fourth year.

ANES 6100. Special Clinical Study—Vanderbilt. Each student arrang-es an independent study with a mentor and completes a period of clinical work. Approval required.

ANES 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

ANES 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

ANES 7100. Special Clinical Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

ANES 7150. Special Research Study—Non-VU. Each student ar-ranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.

BiochemistryBCHM 5100. Vanderbilt Student Volunteers for Science. Medical students choosing the Vanderbilt Student Volunteers for Science (VSVS) elective will be placed in teams of three or four and go to middle school classrooms ten times during the semester to teach science lessons. Les-son manuals and kits are provided. The coordinator of VSVS will arrange times for the class visits based on VSVS team and teacher schedules. To-tal time commitment for the semester is 15 hours. This includes a practice session, ten one-hour classes for science lessons, and estimated travel time to and from a middle school. First and second year.

BCHM 5330. Molecular Aspects of Cancer Research. The course will consist of a focused series of seminars and discussions to explore the molecular basis of cancer. Seminars will rely heavily on extramural speak-ers who have recognized expertise in selected research areas. Students meet with each speaker for one hour immediately after each seminar. This provides an opportunity for students to meet internationally recognized scientists from a variety of academic and research institutions. Discussion sections will be led by a faculty member after each series of three to four seminars. This course may be taken for graduate credit by MSTP (M.D./Ph.D.) students by registering through the Graduate School for Biochem-istry 337. Prerequisite: Biochemistry or faculty permission.

BCHM 6150. Special Study in Biochemistry Research. Students se-lect a mentor and topic for a four-week research elective. Approval re-quired. Fourth year.

BCHM 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

Courses of Study

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Biomedical InformaticsBMI 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

BMI 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

BMI 7150. Special Study in Biomedical Informatics. Each student arranges an independent study with a mentor and completes a period of research work. Approval required.

Cancer BiologyCABI 6150. Special Research Study—Cancer Biology. Each student arranges an independent study with a mentor and completes a period of research work. Approval required.

CABI 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

CBIO 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

CBIO 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

Cell and Development BiologyCBIO 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.


Emergency MedicineEM 5100. EMS1: Introduction to PreHospital Care/EM. The intent of this elective is to provide the student with an introductory exposure to emergency medicine and pre-hospital care along with certain useful skills not usually learned in the first two years of medical school. Instructors include Emergency Medicine faculty and resident physicians, paramed-ics, nurses, and representatives from other disciplines with emergency medicine affiliations. Topics include airway management, suture lab, ortho lab, ultrasound, and case presentations. The student will also ride with paramedic ambulance crews and spend time in the Adult Emergency De-partment and Level One Trauma Center. First and second year.

EM 5200. EMS I: Introduction to Prehospital Care and EM—TA. This course is offered to medical student teaching assistants only. Faculty ap-proval required. Second year students.

EM 5315. Emergency Medicine Elective. This elective will provide a two-week snapshot into the approach to any event or circumstance that threat-ens loss of life, injury to person or property, or human suffering. Students will be introduced to critical situations in the actual emergency department while learning the important skills required for patient stabilization and as-sessment. At the conclusion of the elective, students will understand and gain comfort in their future roles as physicians in any emergency situation in or out of the hospital setting. They will understand emergency care while extrapolating their current beliefs regarding emergency care to situations in the hospital setting and in the surrounding community. Students will apply problem-based strategies and teamwork to patient care, using the introduc-tory principles in emergency medicine. They will practice an evidence-based approach and engage in teamwork to enhance their knowledge and skills in treating victims of cardiopulmonary and traumatic emergencies.

EM 5325. Bedside Ultrasonography in the Emergency Medicine Department. Students will be introduced to point-of-care ultrasonogra-phy with specific emphasis on its use in the acute care setting. Students will learn about sonography both through web-based resources and vid-eos as well as during weekly didactic sessions. In addition, students will spend several shifts in the Emergency Department each week both ob-serving and performing point-of-care sonography under the guidance of the Director and Assistant Director of Emergency Ultrasound, Emergency Ultrasound Fellows, and Emergency Medicine residents. At the conclusion of the two-week elective rotation, students will be able to describe the ap-propriate use and application of point-of-care sonography in multiple clini-cal scenarios. They will be able to recognize normal and pathologic ultra-sound images of several core applications. They will acquire the necessary technical skills to operate the ultrasound machine and to obtain images for several important studies including FAST (Focused Assessment with Sonography in Trauma), cardiac, abdominal aorta, renal, and soft tissue.

EM 5350. Medical Photography. Medical Photography is a powerful tool to correlate classroom coursework with disease and injury presenta-tion in the clinical setting. This 10 week elective will equip students with the fundamentals of general and medical photography, proper photographic techniques, practical clinical experience, and continual constructive feed-back. Students will complete five 2-hr shifts in the Vanderbilt Emergency Department practicing photography skills throughout the ten week period in addition to the five scheduled meetings. Upon course completion, stu-dents will understand; The fundamental approaches to maximizing image quality, how to use medical imaging as an asset in clinical applications, and how to evaluate and knowledgeably distinguish well-done medical photos. Furthermore, students will have had hands-on-skills and pre-sentation practice, as well as a possibility of journal publication. No prior knowledge, equipment or experience is needed. First and second year.

EM 5950. Emergency Medicine. This required four-week clerkship in-troduces the senior medical student to the specialty of emergency medi-cine and reviews principles of emergency care that will benefit a graduate entering any specialty. Eleven clinical shifts spread across three different Emergency Departments during the month will offer students an oppor-tunity to care for adult and pediatric patients with a variety of complaints. They will work closely with faculty and senior residents to formulate treat-ment plans and participate in procedures and other therapeutic interven-tions. Optional experiences with ground EMS, Lifeflight, and Emergency Ultrasound are also available. This clinical clerkship also has a significant didactic component, and students will usually attend 3-5 daily interactive lectures per day on weekdays. Afternoon lab sessions will allow practice of airway skills, splinting, and emergency procedures. Students will re-ceive both BLS and ACLS training during the rotation. While this required clerkship is time intensive, and the required elements fill the scheduled four weeks, the course director will work with students to the extent possible to manage the scheduling challenges that may be encountered during residency interview season. Prerequisite: Completion of all third-year core clerkships. Registration occurs by lottery. Fourth year.

EM 6100. Special Clinical Study—Vanderbilt. Each student arranges an independent study with a mentor and completes a period of clinical work. Approval required.

EM 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

EM 6200. Special Study—Pre-Clinical. Each student arranges an in-dependent study with a mentor and completes a period of clinical or re-search work. Approval required.

EM 7100. Special Clinical Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

EM 7150. Special Research Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of research work away Vanderbilt. Approval required.

School of Medicine / Courses of study

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Interdisciplinary StudiesIDIS 5001. Research I. The research curriculum is a four-year thread. Students will be introduced to a career as a physician-researcher and receive training and hands-on experience in several critical areas of impor-tance to success in research. This will be accomplished through a series of didactic lectures focused on introduction to important skills and traits of physician-researchers, shadowing and interviewing physician-researchers and processing the information to tell a story through a film documentary and related curriculum. First year.

IDIS 5012. Introduction to Research/Biostatistics. This course will introduce basic research to medical students by walking the students through important aspects of quality research enabling them to read and evaluate existing medical publications and preparing them for evidenced based topics. The following will be covered: designing a project; display-ing data; confidence intervals and hypothesis testing; choosing the right test, power, and sample size; modeling—multiple linear and logistic re-gression and data collection. First year.

IDIS 5012. Project-Based Biostatistics. This course is designed for students interested in developing skills required to explore, describe, and analyze data using introductory statistical concepts. It will develop students' ability to write and critique research studies. For students who have not had much exposure to biostatistical concepts, this course is strongly recom-mended to prepare for the evidence based medicine sessions in Disease, Diagnosis, & Therapeutics; the required DD&T course assumes students' ability to understand measures of association, inferences, confounders, study design, power, bias, and more. Students will use these skills to create their own research project based on instructor provided data. The course will be "hands on" allowing students to learn how to 1) generate testable hypotheses; 2) conduct a literature review; 3) conduct descriptive and in-ferential statistics; 4) generate tables and figures; 5) manage data; 6) test hypotheses; and 7) report and interpret results. The course will have limited outside assignments, a moderate online teaching component, small interac-tive lectures, and a large amount of in-class facilitator guided but primarily in-dependent work practicing statistical concepts using the statistical program, RStudio. No prior statistical background is required. First year.

IDIS 5015. Interprofessional Learning Clinic and Seminar I. This course for participants in the Vanderbilt Program in Interprofessional Learning (VPIL) will take an innovative team-based and patient-centered approach to health care, including work-based learning, longitudinal clini-cal experiences, and work in interprofessional teams. Working-learning teams, including professionals and students from medicine, nursing, phar-macy, and social work, will work in clinics and in groups. Clinic activi-ties will include home visits, group visits, and patient education sessions. Teams will meet approximately bi-weekly for a case-based seminar with other classroom-based activities, and teams may develop new projects in community interventions, support groups, home visits and coaching, and outcomes measurement. Student teams will also participate in three Standardized Patient sessions over the year at the Center for Experiential Learning and Assessment (CELA). Approval required. First year.

IDIS 5016. Interprofessional Learning Clinic and Seminar II. This course for the continuing participants in the Vanderbilt Program in In-terprofessional Learning (VPIL) will take an innovative team-based and patient-centered approach to health care, including work-based learn-ing, longitudinal clinical experiences, and work in interprofessional teams. Working-learning teams, including professionals and students from medi-cine, nursing, pharmacy, and social work, will work in clinics and in groups. Clinic activities will include home visits, group visits, and patient educa-tion sessions. Teams will meet approximately bi-weekly for a case-based seminar with other classroom-based activities, and teams may develop new projects in community interventions, support groups, home visits and coaching, and outcomes measurement. Teams will participate in a cap-stone design challenge at the end of the year as well as a continuation of their Standardized Patient experience at the Center for Experiential Learn-ing and Assessment (CELA). Approval required. Second year.

IDIS 5025. Molecular Foundations of Medicine. Molecular Founda-tions of Medicine is designed to familiarize students with the cellular struc-tures, biomolecules, and processes that constitute life, human health, and

disease at the molecular level. Material will provide a mechanistic founda-tion for the medical curriculum and equip students to adapt and practice medicine in the future. The course will employ an integrated approach to teach underlying principles of biochemistry, cell biology, and genetics with an emphasis on human systems and medical conditions. The inclusion of clinical correlation sessions, small groups, and laboratory sessions will further integrate and broaden course material and relate molecular pro-cesses to the study of human disease. First year.

IDIS 5028. Human Blueprint and Architecture. This course is designed to familiarize students with the structures, biomolecules, and processes that constitute life, human health, and disease at the molecular, cellular, and tissue level. Course materials will provide a mechanistic foundation for the medical curriculum that will help equip students with skills necessary to adapt to the practice of medicine in the future. Human Blueprint and Architecture will employ a coordinated and integrated approach to teach-ing underlying principles of biochemistry, cell and tissue biology, genetics, and pathology with an emphasis on medical conditions. Students also will be introduced to basic principles of anatomy and pharmacology in order to lay foundations for studies on organ systems and disease treatment. In order to provide a broad range of materials and relate molecular and cellu-lar processes to the study of human disease, the course will utilize multiple learning modalities, including large group sessions, case-based learning (CBL) sessions, team-based learning (TBL) sessions, laboratory sessions, and interactive patient-oriented clinical case presentations. The course will be integrated with all other learning activities in the Foundations of Medical Knowledge phase. Required. First year.

IDIS 5032. Microbes and Immunity. This course familiarizes students with the etiology, risk factors, epidemiology, diagnosis, pathogenesis, clini-cal characteristics, prevention and treatment of common microbial and im-mune diseases. The course content includes a discussion of the soluble factors and cells that make up the immune system and how these different components contribute to health and disease in a variety of situations. It also provides an overview of the pathogenic bacteria, viruses, fungi, proto-zoa and parasites. Finally, the course includes several topics that prepare students for the Homeostasis class of the Foundations in Medical Knowl-edge Phase. The course consists of lectures, case-based small group dis-cussions, case-based intermediate size group discussions, laboratory ses-sions, and optional problem and review sessions. Required. First year.

IDIS 5033. Learning Communities-Foundations of Medical Knowl-edge. The Learning Communities FMK course seeks to maximize medical student learning related to student development as professionals. Helping students build an appropriate image of the medical profession and skill set related to functioning within the health care environment are the essen-tial foundation for future success. Development as professionals involves knowledge, skills and attitudes related to students¿ practice as well as the environment within which the practice will occur. The longitudinal nature and trusting environment created within the Learning Communities fosters student professional development, specifically addressing personal areas of metacognition and reasoning, ethics, service, and leadership, as well as the knowledge and understanding of the broader health care environ-ment and payment. The academic sessions will be developmentally ap-propriate as the students mature through the phases, as well as effectively integrated with other course and clerkship efforts. In sum, the Learning Communities will provide the nurturing environs to maximize student de-velopment as professionals.

IDIS 5035. Structure, Function, and Development. The objective of this course is to provide students with the means to develop an effective understanding of the normal micro- and macroscopic structure, function, and development of the human body that will enable them to distinguish and begin to understand the impact of malformation, trauma, disease, degeneration, and dysfunction, and to envision the goal of therapeutic intervention and restoration. In the short term, it aims to prepare medical students for subsequent courses (Disease, Diagnosis, and Therapeutics) and clinical rotations through the development of an appropriate vocabu-lary, a knowledge base of essential information, and an awareness of the means to gain further information when required. In the long term, it aims to prepare physicians to appreciate the importance of an understanding of structure, function, and development as it is applied in clinical practice

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and to have a knowledge base appropriate for a medical physician, allow-ing them to communicate/interact meaningfully with those in other health specialties and participate in continuing medical education and life-long learning. The course will employ a coordinated, integrated approach to the presentation and learning of the disciplines of human gross anatomy, cell and tissue biology (histology), human development (embryology), and physiology in a context of clinical application. First year.

IDIS 5038. Homeostasis. This course is designed to teach students the normal anatomic, molecular, biochemical, and physiologic features of the cardiovascular, pulmonary, renal and blood systems. Course content will provide a framework for an understanding of the pathology and patho-physiology of diseases that affect these homeostatic systems as well as their diagnosis (laboratory and imaging), and therapy (pharmacologic and nonpharmacologic). A multidisciplinary approach will allow integration of pathobiology, clinical manifestations, and therapy in a comprehensive man-ner. The course will utilize a variety of teaching modalities that include case-based learning, team-based learning, lectures, laboratory sessions focused on the gross and microscopic anatomy and pathology, and technology-based modalities and simulations. Learning will be in the context of clinical medicine in order to prepare students for the next phase of their education in the clinical setting. The course will be integrated with all other learning ac-tivities in the Foundations of Medical Knowledge Phase. Required. First year.

IDIS 5046. College Colloquium. This course will be facilitated by the College Mentors and will include interactive discussions within College groups. Content areas include narrative medicine, meta/neurocognition (eg: critical thinking, learning, decision-making, the nature of error, lan-guage/communication, uncertainty, mindfulness, empathy), medical eth-ics, professionalism, health care policy and clinical reasoning. An experi-ential component will include weekly interactions with a clinical preceptor and group debriefing of those clinical experiences. From a sound basis in human cognition, students will be intellectually and professionally pre-pared for engaging in intricate topical discussions in medical ethics, health care policy, and the complexities of empathy and the patient-doctor rela-tionship. First year.

IDIS 5047. Learning Communities I. The Learning Communities course seeks to maximize medical student learning related to student development as professionals. Helping students build an appropriate image of the medi-cal profession and skill set related to functioning within the health care en-vironment are the essential foundation for future success. Development as professionals involves knowledge, skills and attitudes related to students¿ practice as well as the environment within which the practice will occur. The longitudinal nature and trusting environment created within the Learn-ing Communities fosters student professional development, specifically ad-dressing personal areas of metacognition and reasoning, ethics, service, and leadership, as well as the knowledge and understanding of the broader health care environment and payment. The academic sessions will be de-velopmentally appropriate as the students mature through the phases, as well as effectively integrated with other course and clerkship efforts. In sum, the Learning Communities will provide the nurturing environs to maximize student development as professionals. Required. First year.

IDIS 5048. Continuity Clinical Experience I. The goal of this required course is to teach students to deliver personalized care for patients within a system of care. Active student engagement in the care team at a single clinical site will constitute a major element of this course. The course also includes classroom and self-directed learning components that will pro-vide foundational knowledge and skills. As a part of the course, students will be expected to follow a small panel of patients over time and across care settings. Clinic sessions will take place weekly, and students will con-tinue in their clinical sites throughout their four years of training. First year.

IDIS 5055. Foundations of the Profession. The goal of this course is to provide students with an understanding of the historical and social context of the practice of medicine. Through assigned readings, lectures, small group discussions and simulations, students will gain an appreciation for the core values and ethical principles that guide the profession's relation-ship with society and the physician's relationships with patients. They will also explore some of the contemporary challenges facing physicians to-day, including the need to improve health care disparities, quality, and safety. First year.

IDIS 5058. Endocrine, Digestion, and Reproduction. This course is designed to familiarize students with the normal anatomic, molecular, bio-chemical, and physiologic features of the endocrine, digestive and reproduc-tive systems. Course content will provide a framework for an understanding of the pathology and pathophysiology of diseases that affect these systems as well as their diagnosis (laboratory and imaging) and therapy (pharmaco-logic and nonpharmacologic). The role of nutrition in normal homeostasis as well as disease will be included. Pregnancy from implantation to delivery as well as its complications will also be learned. A multidisciplinary approach will allow integration of pathobiology, clinical manifestations, and therapy in a comprehensive manner. The course will utilize a variety of teaching mo-dalities that include case-based learning, team-based learning, patient inter-views, lectures, laboratory sessions focused on the gross and microscopic anatomy and pathology, and technology-based modalities and simulations. Clinical context will be emphasized in order to prepare students for the next phase of their education in the clinical setting. The course will be integrated with all other learning activities in the Foundations of Medical Knowledge Phase. Required. First year.

IDIS 5068. Brain, Behavior, and Movement. The Brain, Behavior, and Movement module provides an overview of contemporary neuroscience and introduction to neuropsychiatric disorders. The format of the mod-ule includes lectures, lab exercises, small group discussions, and case presentations and discussions. In conjunction with Physical Diagnosis, skills training includes the psychiatric interview and neurological exam. The module emphasizes a basic understanding of the anatomy, physiol-ogy, and pharmacology of the central and peripheral nervous systems and the pathophysiological underpinnings of neuropsychiatric disorders. The course provides the foundations of Neurology and Psychiatry. This course is a module within the Foundations of Medical Knowledge Phase. Required. First year.

IDIS 5070. Disease, Diagnosis, and Therapeutics. The objectives of this course are to teach the pathogenesis and manifestations of disease and to introduce the fundamentals of diagnosis and pharmacologic as well as nonpharmacologic therapy. Diseases, their recognition, and treat-ment will be presented in a systems-based format using an interdisciplin-ary approach to allow integration of pathobiology, clinical diagnosis, and therapy in a comprehensive manner. Principles of pharmacologic therapy will be presented in the context of relevant pathophysiology and how hu-mans react to drug therapies. The course will utilize a variety of teaching modalities that include lectures, laboratory sessions focused on the gross and microscopic pathology of disease, and technology-based modalities that include computer-based lessons, as well as formats that will promote critical thinking (small group sessions, case-based learning that utilizes patients, and problem-based cases that will be taught by both faculty and students). Laboratory and imaging diagnosis will be presented in the con-text of the diseases to which these foundations are applied in order to pre-pare students for the next phase of their education in the clinical setting. Basic principles of radiologic imaging will be supplemented by correlation with manifestations and diagnosis of disease. Emphasis will be placed on the use of laboratory data in solving clinical problems. The role of nutri-tion in disease prevention and management will also be emphasized. The impact of disease and its treatment on public health and society as well as strategies for prevention will be explored. Second year.

IDIS 5072. Emphasis: Biomedical Informatics. In consultation with faculty, each student who has selected this Emphasis area identifies a project and a mentor in Biomedical Informatics. After developing a re-search plan for the project, students carry out their research and present the results in a report in publishable form. Second year.

IDIS 5073. Emphasis: Community Health Initiatives and Outreach. In consultation with faculty, each student who has selected this Emphasis area identifies a project and a mentor in Community Health Initiatives and Health Outreach. After developing a research plan for the project, stu-dents carry out their research and present the results in a report in publish-able form. Second year.

IDIS 5074. Emphasis: Global Health. In consultation with faculty, each student who has selected this Emphasis area identifies a project and a mentor in Global Health. After developing a research plan for the project,

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students carry out their research and present the results in a report in publishable form. Second year.

IDIS 5075. Patient, Profession, and Society. This required second year course is designed to provide formal and experiential learning around criti-cal population, social, cultural, and interpersonal issues associated with the practice of medicine. There are two major segments of the course. The fall segment focuses on preventive medicine, epidemiology, and pop-ulation health. The theme for the spring segment is patient-centeredness. It is designed to enhance students awareness of the patients perspec-tive on his or her illness or social condition and help “hard wire” specific communication skills which help to make the patient the center of his/her health care experience. Select PPS sessions throughout the year are delivered via the college-based Learning Community format. Second year.

IDIS 5076. Emphasis: Public Health Care. In consultation with faculty, each student who has selected this Emphasis area identifies a project and a mentor in Health Care and Public Health Research and Management. After developing a research plan for the project, students carry out their research and present the results in a report in publishable form. Second year.

IDIS 5077. Emphasis: Laboratory-Based Biomedical Research. In consultation with faculty, each student who has selected this Emphasis area identifies a project and a mentor in Laboratory-Based Biomedical Research. After developing a research plan for the project, students carry out their research and present the results in a report in publishable form. Second year.

IDIS 5078. Emphasis: Medical Education. In consultation with faculty, each student who has selected this Emphasis area identifies a project and a mentor in Medical Education. After developing a research plan for the project, students carry out their research and present the results in a report in publishable form. Second year.

IDIS 5080. The Brain and Behavior. The Brain and Behavior module is directed towards helping students acquire a solid understanding of the human central nervous system and human behavior. The format of the module will include lectures, lab exercises, small group discussions, and patient and case presentations. In conjunction with Physical Diagnosis, the skills training includes psychiatric interviewing, fundus exam, and neu-rological exam. The Brain and Behavior module will integrate three areas of medical science: (1) neuroanatomy, physiology, and biochemistry; (2) psychopathology and systems neuroscience; and (3) pathology, pharma-cology, and radiology. Together, the course will provide the foundation necessary for an understanding of the clinical fields of Neurology and Psy-chiatry. Second year.

IDIS 5082. Emphasis: Patient-Oriented Research. In consultation with faculty, each student who has selected this Emphasis area identifies a project and a mentor in Patient-Oriented Research. After developing a research plan for the project, students carry out their research and present the results in a report in publishable form. Second year.

IDIS 5084. Emphasis: MSTP Project. Students in the joint M.D./Ph.D. program satisfy the Emphasis Program requirement by completing three lab rotations during the first and second year of M.D. training.

IDIS 5090. Capstone (P/F). The goal of this four-week course for fourth-year students is to “spiral back” to basic sciences. Students will gain in-sights into how advances in basic sciences have impacted clinical prac-tice. Eight diseases or cases will be covered (two per week), each led by an expert in the fields. Possible topics covered will include obesity, vision loss, post-traumatic stress disorder, rheumatoid arthritis, trauma, colon cancer, miscarriage, and staphylococcal infections. There will be a few hours of lectures and small group discussions with ample time provided for student-directed learning and discovery. Fourth year.

IDIS 5100. Primary Care Medicine, VUH. All fourth-year students will have a required four-week unit in an ambulatory primary care setting. Students will choose an experience in outpatient internal medicine, fam-ily medicine, or pediatrics. Practice sites include ambulatory medicine or pediatric clinics in the community. The clinic experience is supplemented by a home visit to follow-up on a patient seen during the ambulatory clinic experience along with a home health or hospice visit. Prerequisite: Medi-cine 5020, Pediatrics 5020, Surgery 5020. Fourth year.

IDIS 5110. Communicating Unexpected Outcomes and Errors. Phy-sicians face a variety of challenges when confronted with unexpected outcomes events and medical errors. These include dealing with patient/family perceptions or care provided, their expectations for error resolution, and potential institutional costs. Picking up where the VMS 3 Intersession experience on communicating about obvious errors left off, this interactive case-based session teaches disclosure strategies in increasingly complex circumstances involving uncertainty about errors and outcomes, situa-tions involving multiple services, and scenarios where patients believe an error has occurred, but care was excellent. Disclosure-related principles and tools are provided, and cases are designed to provoke consideration of pros and cons of communication strategies using a balance beam ap-proach. The required session concludes with discussion of the impacts of medical error involvement on health care professionals. Fourth year.

IDIS 5150. Primary Care Medicine, Non-VU. Students may arrange a primary care experience outside of Nashville, subject to the approval of the course directors. Fourth year.

IDIS 5200. MSTP Seminar Series. This elective is open to students in the Medical Scientist Training Program only.

IDIS 5201. Foundations of Biomedical Research I. The major goals of this course for MSTP students in their first year of Medical School are to help them to gain familiarity in reading primary research literature, includ-ing utilization of statistical analyses, and to aid the students in selection of a thesis mentor and in understanding of appropriate expectations for both mentor and mentee. These goals will be accomplished in a casual setting through interactions with potential MSTP-eligible faculty and lab members, consultation with faculty advisors, and primary literature discussions. Stu-dents will be assessed based upon course participation. Open to students in the Medical Scientist Training Program only. First year.

IDIS 5202. Foundations of Medical Research II. The purpose of this course is to prepare MSTP students for the biomedical research phase of training. The course objective is to develop skills for physician-scientist trainees in critical evaluation of the research literature and formulating high-impact research questions. For second year students the course will be tailored to the individual interests of the students and their research mentors, with particular emphasis on examining scientific papers specific to the students' field of research. Open to students in the Medical Scientist Training Program only. Second year.

IDIS 5210. College Colloquium II. The College Colloquium II course seeks to maximize medical student learning related to student develop-ment as professionals. Helping students build an appropriate image of the medical profession and skill set related to functioning within the health care environment are the essential foundation for future success. Devel-opment as professionals involves knowledge, skills and attitudes related to students¿ practice as well as the environment within which the prac-tice will occur. The longitudinal nature and trusting environment created within the College Colloquium fosters student professional development. College Colloquium 2 serves to expand on many of the issues from the original College Colloquium including the personal areas of metacognition and ethics, as well as the exploring new concepts of leadership as well as knowledge and understanding of the broader health care environment and payment. The academic sessions will be developmentally appropriate as the students mature through the phases, as well as effectively integrat-ed with other course and clerkship efforts. In sum, the College Colloquium will provide the nurturing environs to maximize student development as professionals. Second year.

IDIS 5215. Continuity Clinical Experience II. The goal of this required course is to teach students to deliver personalized care for patients within a system of care. Active student engagement in the care team at a single clinical site will constitute a major element of this course. The course also includes classroom and self-directed learning components that will pro-vide foundational knowledge and skills. As a part of the course, students will be expected to follow a small panel of patients over time and across care settings. Clinic sessions will take place weekly, and students will con-tinue in their clinical sites throughout their four years of training. Required. Second year.

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73School of Medicine / Courses of study

IDIS 5230. Beginner Spanish for the Medical Professional. Beginner Spanish for the Medical Professional includes a comprehensive grammar and vocabulary review, emphasizing communication between the health care provider and the Latino patient. The course underscores current es-sential cultural, demographic, and public policy issues affecting health care delivery to the Latino population in the United States. Class is con-ducted entirely in Spanish, however no previous knowledge of the lan-guage is required. First and second year.

IDIS 5233. Learning Communities. The Learning Communities course occurs during the student’s clerkship year and builds on the student’s experiences during the College Colloquium. Prior efforts addressed im-portant professional development topics such as metacognition, clinical reasoning, ethics, narrative medicine, and health care delivery. The Learn-ing Communities course connects these theoretical concepts and discus-sions with the practical and experiential learning of the students during their clerkship rotations. Students meet in College-based groups for dis-cussion and reflection with the College Mentors, as well as in clerkship-based groups with ethics faculty for deeper exploration of ethical issues specific to each clerkship. In sum, the Learning Communities course will continue to provide the nurturing environs to enhance student develop-ment as professionals.

IDIS 5233. Learning Communities-Foundations of Clinical Care. The Learning Communities FCC course integrates with the student’s clerkship experiences and builds on the students’ experiences Learning Commu-nities FMK. Prior efforts addressed important professional development topics such as metacognition, clinical reasoning, ethics, leadership, and health care delivery. The Learning Communities FCC course connects these theoretical concepts and discussions with the practical and expe-riential learning of the students during their clerkship rotations. Students meet in College-based groups for discussion and reflection with the Col-lege Mentors, as well as in clerkship-based groups with ethics faculty for deeper exploration of ethical issues specific to each clerkship. In sum, the Learning Communities FCC course will continue to provide nurturing en-virons to enhance student development as professionals by allowing for the exploration of the practical application of previously learned concepts.

IDIS 5235. Intermediate Spanish for the Medical Professional. Inter-mediate Spanish for the Medical Professional emphasizes spoken Span-ish in the context of the health care provider and the Latino patient, includ-ing a comprehensive grammar review and offering extensive vocabulary related to the clinical setting. Cultural issues related to health care and the Latino patient are emphasized. Prerequisite: IDIS 5230 or faculty permis-sion.

IDIS 5236. Let Your Life Speak: Authentic Decision Making for Your Medical School Career. This is a course designed to give students in their first or second year of medical school a unique opportunity to ad-dress issues of personal identity and self-care. This course will provide a forum for learning and dialoguing with other students about real-life is-sues that impact your personal development as a medical professional, with specific emphasis on some of the unique issues that face women in medicine. Questions such as "How will I choose a specialty?", "How will I integrate family with career?", and "How will I maintain my passion for medicine?" will be addressed as we consider the anatomy of the decision-making process. Class will be guided group discussion format with vari-ous female physician guest speakers and each student will also receive a one-hour personal coaching session with the instructor during the semes-ter. First and second year.

IDIS 5238. Wellness. This course will allow students to dedicate struc-tured time to the pursuit of a wellness activity that has meaning for them and will serve to inform their practice of lifelong wellness. Requirements: (1) Proposal and Timeline--include prose describing why this project is important to you and what you want to get out of your personal project; (2) Monthly check-ins with elective instructor; (3) Submit and discuss a piece of prose describing what you learned from your experience and how this experience will inform your practice of lifelong wellness. Students will submit a proposal using the Wellness elective form to the Office of Student Records. The proposal should include a description of the project and an estimated timeline. Approval of the advisory college director is required. First and second year.

IDIS 5239. Contemplative Mind in Medicine. This course will provide a forum for learning effective stress reduction skills, a supportive and safe environment where medical students have an opportunity to discuss their experiences of the early years of medical education, and a personal expe-rience for the foundation of a behavioral and preventive perspective in their future practice of medicine. First and second year.

IDIS 5242. Backstage Pass to the Wards. This course will allow students the opportunity to complete a series of six to eight rotations throughout a variety of specialties and subspecialties at Vanderbilt Univer-sity Hospital. It is expected that students will "shadow" and accompany the attending or resident physicians in their daily activities and participate in procedures/patient care at the discretion of their mentors. Opportunity for personal reflection and recording of insight into the various specialties will be possible via online forum and/or personal journal entries. Students are encouraged to ask relevant questions of their physicians and will be asked to reflect upon their experiences at the concession of all rotations. First and second year.

IDIS 5246. Boost Your Brain with a Book. Boost Your Brain with a Book is an elective for first and second year medical students. To obtain course credit, a student will read four books, one book per month for four months in the semester, and attend four book discussion sessions. Read-ing selections will vary. First and second year.

IDIS 5247. Boost Your Brain with a Book II. This is a continuation of the Fall Book Club elective.

IDIS 5250. Current Trends in the Financing of Health Care. This elec-tive will examine how health care is financed and changes in store with the Health Care Reform Bill. It is designed to familiarize students with current mechanisms of health care reimbursement for hospitals, physicians, and other components of the heath care delivery system. Students will look at how the system will change under the Patient Protection and Affordability Act. First and second year.

IDIS 5252. Fundamentals of Health Care Quality Improvement. The elective course will provide students with an introduction to quality improvement science in a health care setting. The course will challenge students to think in an interdisciplinary manner when problem solving for quality improvement and will provide students with models and team-building strategies for leading quality improvement initiatives in a variety of organizational settings. This course will be offered to students from the schools of Medicine, Management and Nursing. First and second year.

IDIS 5254. Increasing Interpersonal Effectiveness: It IS All About Me. This elective is for those who are curious to explore ways to be more successful and more effective with personal and professional relationships. It is about stepping out of our comfort zones and creating new ways of making meaning and emotion. Simple concepts with structured experi-ences will allow exploration of new ways of thinking about and acting in interpersonal situations. Enrollees are expected to participate fully and to support one another's learning through trust and a safe environment. First and Second year.

IDIS 5310. CiM Multi-Specialty Elective. Throughout this two-week elective, students will shadow attending and resident physicians of their choosing in various specialties and subspecialties. The purpose of the course is to introduce students to various fields of medicine in an effort to aid in their specialty selection in the fourth year of medical school. A list of attending physicians in various specialties will be provided by the Stu-dent Representatives of Careers in Medicine (CiM). Enrolled students will be responsible for contacting physicians and scheduling their shadowing experiences over the two-week period. Two weeks prior to the beginning of the elective, a meeting with the course director(s) will outline the pro-cess for scheduling these experiences and expectations for the elective. Shadowing experiences with faculty members outside the CiM-provided list may be arranged with prior approval from the course director. At the end of the elective, students will participate in a professional development workshop and an individual exit counseling session with the Assoc. Dean for Medical Student Affairs to discuss their clinical experiences and their progress towards choosing a specialty. Students will schedule shadow-ing experiences for nine days of the elective and attend the professional development workshop and the exit counseling session. Shadowing of

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one physician is limited to a maximum of three days. Enrolled students will submit their shadowing schedule to the course director(s) prior to the start of the elective for approval. The professional development workshop will address topics such as CV writing and public speaking. At the conclusion of the two-week rotation, students will be familiar with the schedules, daily activities, patient populations, and consultations in several specialties. The shadowing experience and exit counseling session with the Assoc. Dean for Medical Student Affairs will provide students with information that will aid their specialty selection and CV.

IDIS 5314. Clinical Critical Thinking and Logic. Critical thinking, logic, and reasoning play a fundamental role in everyday patient care as well as research design, interpretation, and application. While development and application of evidence-based medicine is crucial to advancement of all aspects of clinical practices, it is of little significance without sound criti-cal thinking and logic reasoning. Students will join anesthesiologists and/or Intensivists in the operating rooms and ICU from 7:30 to 12:00 every other day throughout the elective period. Didactics about the principals of critical thinking in medical practice and other similar high intensity environments will be offered in the form of lectures, discussion groups, and simulations. Pre-acquired knowledge in the field of anesthesia and critical care is not required. Problem-solving skills development will be based on the concept of critical thinking and asking the right questions. Learning resources will be provided to students and will consist mainly of electronic resources avail-able on the internet and intranet followed by a question/answer session with an expert (physicians practicing in the respective field). At the conclusion of the two-week elective rotation, students will be able to describe and apply principals of critical thinking and reasoning to individual patient care as well as generating the relevant hypothesis on which future literature search and study design should rely. While problems in anesthesiology and critical care will serve as examples, the understanding and application of concepts and resources will be applicable to all fields of medicine.

IDIS 5315. Continuity Clinical Experience III. The goal of this required course is to teach students to deliver personalized care for patients within a system of care. Active student engagement in the care team at a single clinical site will constitute a major element of this course. The course also includes classroom and self-directed learning components that will provide foundational knowledge and skills. As a part of the course, students will be expected to follow a small panel of patients over time and across care settings. Clinic sessions will take place weekly, and students will continue in their clinical sites throughout their four years of training. Required. Third year.

IDIS 5316. Medicine and Media. As the interest in science and medi-cal news grows and more media outlets exist to report and analyze such news, the need will increase for medical professionals who are skillful at using media of all types to convey information. An understanding of vari-ous facets of how science and medical news are produced and reach the public may be gained through working with Vanderbilt communications professionals engaged in reaching the public with such news. Students in this elective will join various units of Vanderbilt’s Communications team, both as observers and participants, in order to learn some of the funda-mentals of medical and health communications at a major academic medi-cal center. These opportunities will include, but not be limited to, local and national media relations; getting hands-on experience with medical journalism by researching and writing a press release or a story for the VUMC Reporter or other Medical Center publications; working with the social media team to learn about the uses of media such as Facebook and Twitter to convey news, as well as health and wellness information; working with the Division’s web team to learn about the presentation of news and information via the web; receiving a more institution-wide per-spective by working with the editors of Research@Vanderbilt, our website devoted to research news; and working with VUMC faculty who are fre-quently called on by the press to convey health information to the public. The students will also be assigned readings and viewings that provide context to the daily hands-on experience. At the conclusion of the two-week elective, students will be able to interview one or more sources and write a publishable news story on biomedical research or a health topic; understand the daily interactions between the local and national media and a medical center such as Vanderbilt that seek to influence both public health and its national reputation via media relations; and understand the key role of social media in the modern media environment. Students will

also have the opportunity to become more skilled at being interviewed and accurately conveying information, even in a challenging environment. Additionally, the students will have an understanding of some of the key differences in professional assumptions between media professionals and science professionals.

IDIS 5320. Core Clerkships: Intersession. The intersessions are in-tended to address important clinical skills that apply to all medical do-mains. This is a pass/fail course. Third year.

IDIS 5327. Adult Communication Disorders. This two-week elective will offer students an opportunity to focus on adult communication disor-ders. Students will be provided didactic coursework in the relevant areas and will observe and, when appropriate, participate in surgical, medical, and clinical care of affected patients. Students will join an interdisciplinary team of clinicians, scientists, and physicians to serve and investigate adult patients who exhibit acquired communication or vestibular disorders as a result of damage to the central or peripheral nervous system. Acquired neurogenic disorders commonly are associated with stroke, dementia, Parkinson's disease, Lou Gehrig's disease, tumor, and traumatic brain injury, which result in aphasia, dysarthria, and apraxia of speech. The most commonly diagnosed vestibular disorders include benign paroxys-mal positional vertigo (BPPV), labyrinthitis or vestibular neuritis, Meniere's disease, secondary endolymphatic hydrops, and perilymph fistula, which result in a range of difficulties including vestibular disturbance and difficul-ties with balance and falls. Students will spend a portion of their time with the Neurogenics Team and a portion of their time with the Vestibular Team. Care providers from the departments of Hearing and Speech Sciences, Neurology, Physical Medicine and Rehabilitation, Trauma, and Otolaryn-gology will participate in this elective.

IDIS 5329. Pediatric Communication Disorders. This two-week elective will offer students an opportunity to focus on pediatric communication dis-orders. Students will be provided didactic coursework in the relevant areas and will observe and, when appropriate, participate in surgical, medical, and clinical care of affected patients. Students will join an interdisciplinary team to serve and investigate pediatric patients who exhibit hearing loss, dyspha-gia (a feeding and swallowing disorder), or Autism Spectrum Disorder (ASD). ASD includes Autism, Pervasive Developmental Disorder, not otherwise specified and is characterized by a disturbance of normal neural organiza-tion and connection resulting in impaired social interaction and communica-tion. Students will spend a portion of their time with the cochlear implant and hearing aid teams, a portion of their time with the dysphagia team, and a portion of their time with the ASD team. The Hearing Loss Team will consist of audiologists, surgeons, speech-language pathologists, and a number of other individuals who work with these children. Clinical and surgical obser-vations will take place in various clinics within the Bill Wilkerson Center and in the Otolaryngology Clinic at Children's Hospital. The Dysphagia Team will consist of otolaryngologists and speech-language pathologists, and a number of other professionals who work with these children. Clinical and surgical observations will occur within the Complex AeroDigestive Evalua-tion Team (CADET) Clinic. The ASD Team will consist of care providers and scientists from the departments of Psychiatry, Psychology, Developmental Pediatrics, Hearing and Speech Sciences, Neuroscience, and a number of other individuals working with these children.

IDIS 5415. Continuity Clinical Experience IV. The goal of this required course is to teach students to deliver personalized care for patients within a system of care. Active student engagement in the care team at a single clinical site will constitute a major element of this course. The course also includes classroom and self-directed learning components that will provide foundational knowledge and skills. As a part of the course, students will be expected to follow a small panel of patients over time and across care settings. Clinic sessions will take place weekly, and students will continue in their clinical sites throughout their four years of training. Fourth year.

IDIS 5610. Immersion: Advanced Perioperative Medicine: A Contin-uum of Care. This 4-week course is designed to emphasize perioperative medicine as a continuum of care with application of both basic science and clinical knowledge from a variety of rotation experiences. Basic sci-ence topics (ischemia and ischemia-reperfusion injury, infection, inflam-mation, and coagulation) will be applied to specific disease processes, clinical decision-making, and perioperative outcomes. An emphasis is also

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placed upon the importance of coordination and collaboration of care with various medical specialists and health care team members to achieve op-timal patient outcomes. Students will participate in the perioperative care of adult patients undergoing elective and emergent surgical procedures from the preoperative evaluation through the duration of hospital stay. The pathophysiology and clinical implications of both acute and chronic dis-ease processes will be considered with a special emphasis on coronary artery disease, obesity, COPD, diabetes, peripheral vascular disease, and acute kidney injury. This unique opportunity will allow the student to par-ticipate in the entire continuum of perioperative care and interact with nu-merous medical/surgical specialties and other health care disciplines. To facilitate integration of comprehensive knowledge and skills acquired from prior medical school experiences, patient selection will be based upon complexity of both the medical history and surgical disease process as well as the anticipated intensity of care. Clinical venues include VPEC, op-erating room, PACU, ICU, wards, cardiac procedure settings, blood bank, radiology, and specialty clinics. Clinical and didactic course instructors represent the following specialties: anesthesiology and critical care, sur-gery, pathology, radiology, internal medicine and medicine subspecialties (cardiology, pulmonary, nephrology, infectious disease, hematology, and endocrinology). Fourth year.

IDIS 5610. Perioperative Medicine: A Continuum of Care. This 4-week course is designed to emphasize perioperative medicine as a con-tinuum of care with application of both basic science and clinical knowl-edge from a variety of rotation experiences. Basic science topics (ischemia and ischemia-reperfusion injury, infection, inflammation, and coagulation) will be applied to specific disease processes, clinical decision-making, and perioperative outcomes. An emphasis is also placed upon the importance of coordination and collaboration of care with various medical specialists and health care team members to achieve optimal patient outcomes. Stu-dents will participate in the perioperative care of adult patients undergoing elective and emergent surgical procedures from the preoperative evalua-tion through the duration of hospital stay. The pathophysiology and clinical implications of both acute and chronic disease processes will be consid-ered with a special emphasis on coronary artery disease, obesity, COPD, diabetes, peripheral vascular disease, and acute kidney injury. This unique opportunity will allow the student to participate in the entire continuum of perioperative care and interact with numerous medical/surgical specialties and other health care disciplines. To facilitate integration of comprehen-sive knowledge and skills acquired from prior medical school experiences, patient selection will be based upon complexity of both the medical history and surgical disease process as well as the anticipated intensity of care. Clinical venues include operating room, PACU, ICU, wards, blood bank, radiology, and general surgery clinic. Clinical and didactic course instruc-tors represent the following specialties: anesthesiology and critical care, surgery, pathology, radiology, internal medicine and medicine subspecial-ties (cardiology, pulmonary, nephrology, infectious disease, hematology, and endocrinology). Additionally, formal review of anatomy in the cadaver lab is provided. Excellent "intern prep course" for those interested in anes-thesiology or surgery. Fourth year.

IDIS 5611. Immersion: Cardiovascular Intensive Care. In this fourth year immersion course, students will become proficient in topics com-monly encountered in the cardiovascular intensive care unit (CVICU), such as vascular access, advanced cardiac life support, cardiogenic shock, acute heart failure, and acute coronary syndromes. This course will use a multidisciplinary, case-based approach to learning. The predominant method of learning will occur at the bedside; the student will be fully inte-grated into the patient care team and will be given specific clinical respon-sibilities for patients. Recognizing that a specific case-based approach enhances learning, students will be assigned patients with different im-portant cardiovascular conditions. For each assigned patient, the student and faculty member will complete a comprehensive Case Learning Plan which includes: (1) a focused review of the basic and/or translational sci-ence underlying a specific pathophysiological area of the case; (2) read-ing and brief presentation of pertinent clinical trials regarding the clinical management; (3) demonstration of relevant elements of the history and physical examination; (4) discussion of the differential diagnosis and diag-nostic evaluation; (5) discussion of treatment options; and (6) discussion of the impact of the patient’s acute disease on their long-term prognosis,

functional capacity, and socio-economic status. Using the Case Learning Plans, the student will work with the CVICU team to document the dem-onstration of specific competencies. In addition to time spent in the CVICU with the assigned patients, students will observe and follow their patients through diagnostic testing and therapeutic procedures in the cardiac catheterization lab, cardiac surgical operating room, electrophysiology lab, and noninvasive cardiovascular lab. Students will interact with other care providers in these settings to facilitate detailed learning of these aspects of care. In addition, further enhancement of learning will take place in the simulation lab in the Center for Experiential Learning. Fourth Year.

IDIS 5612. Immersion: Kidney Transplantation Medical and Surgi-cal Aspects. This course is intended to provide the fourth year student with an overview of the multidisciplinary approach to kidney transplanta-tion. The student will be exposed to a variety of topics in transplant allow-ing for the integration of basic science methodology into clinical practice. The student will gain a basic understanding of transplant immunology and how it relates to histocompatibility testing and immunosuppresion man-agement. The student will be exposed to both the medical and surgical aspects of kidney transplantation through the care of patients in the op-erative, inpatient and outpatient settings. In addition, the student will gain an understanding of the medical and ethical issues surrounding kidney donation, both in the deceased and living donor populations. The student will achieve the above mentioned objectives through a variety of learning pathways including directed reading, small group discussions, laboratory participation and hands on clinical experiences. Fourth year.

IDIS 5613. Immersion: Critical Illness: Catalyst for Integration and Application of Physiology and Pharmacology. Regardless of a stu-dent's individual specialty choice, each will be called upon to provide com-petent care for critically ill patients during their residency training. Success-ful management of such critically ill or injured patients requires a thorough understanding of physiology and pharmacology. By combining targeted teaching with hands-on experiences in different ICUs across the medical center, the Critical Illness Immersion Course will help deepen understand-ing of the physiology and pharmacology principles inherent in critically ill patients. Students will have the opportunity to spend one week in four dif-ferent ICUs across the medical center, including the Medical ICU, the Sur-gical ICU, the Burn ICU, the Neurologic ICU, the Cardiovascular ICU and the Pediatric ICU. Students from the different ICUs will gather together in the afternoon for educational sessions to discuss physiology and pharma-cology, as well as weekly for wet lab experiences where they will be able to obtain ICU-specific technical skills, such as airway management, ventilator manipulation, chest tube placement, and bronchoscopy. Fourth year.

IDIS 5614. Immersion: Community Health Care: Patients, Popu-lations, and Systems of Care. The primary goals of this Community Health Care elective are to equip students to effectively address predic-tors of poor health on an individual level, and to engage health care sys-tems in ways that promote meaningful change. The three components of the course are 1) clinical experience seeing adult and pediatric patients in a primary care community health clinic, 2) didactic curriculum with area ex-perts covering social determinants of health, systems of care, and means of intersection, 3) and an individual project. This course will satisfy the Primary Care requirement. Fourth year.

IDIS 5615. Immersion: Integrating Information Technology and Clinical Care. Biomedical Informatics is the clinical specialty concerned with how health care providers interact with patient data, general medical knowledge and research evidence through all aspects of care delivery. Lessons from the field of biomedical informatics help health care providers manage the complexities of genomically personalized medicine, popula-tion-based chronic care and team-based approaches to care delivery that include the patient. In this course, students will face complex clinical prob-lems that illustrate the real-world applicability of biomedical informatics. To this end, students will participate in activities that leverage key tenets of biomedical informatics. Activities will include multidisciplinary clinical rounds, directed topic-based conversations, small group problem-solving and design work, directed study and review of the relevant biomedical literature, and critical assessment of proposed solutions. Fourth year.

IDIS 5616. Clerkship in Sexual Health. Sexual Health is an interdisci-plinary course focusing on sexual health in the general population and the

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specific health care needs of sexual and gender minorities. Clinical spe-cialties highlighted in the course include Pediatrics & Adolescent Medicine, OB/GYN, Psychiatry, and Internal Medicine with content threads from eth-ics, medicolegal health care, human development, and chronic care. The course content will be divided into three blocks: (1) Human Sexuality, (2) Sexual and Gender Minorities, and (3) Reproductive Health for Men and Women. Each block will end with a concluding session that summarizes the specific skills and knowledge students need to be successful during their residency training (e.g., reproductive health needs for students going into emergency medicine vs. general surgery). Fourth year.

IDIS 5616. Immersion: Sex, Sexuality, and Sexual Health. Sex, Sexu-ality, and Sexual Health is an interdisciplinary course focusing on sexual health in the general population and the specific health care needs of sexual and gender minorities. Clinical specialties highlighted in the course include Pediatrics & Adolescent Medicine, OB/GYN, Psychiatry, and In-ternal Medicine with content threads from ethics, medicolegal health care, human development and chronic care. The course content will be divided into three blocks: (1) Human Sexuality, (2) Sexual and Gender Minorities, and (3) Reproductive Health for Men and Women. Each block will end with a concluding session that summarizes the specific skills and knowl-edge students need to be successful during their residency training (e.g., reproductive health needs for students going into emergency medicine vs. general surgery). Fourth year.

IDIS 5617. Immersion: Health Policy, Social Activism, and Surgery: Development of Community-Based Leadership in Surgery. The Vanderbilt Orthopaedic Institute Center for Health Policy seeks to offer a course that exposes fourth year medical students to the traditional treat-ment of orthopaedic trauma, general surgery trauma, and neurosurgical patients in the emergency department, operating room, and clinic, to-gether with a seminar series that will allow the medical student to consider the social context of disease and injury and ultimately propose potential policy solutions to specific injuries that are commonly seen. Students will rotate in clinic/OR on a weekly basis with course instructors and will also meet weekly with the instructors for a seminar-style discussion related to the social context of illness and injury. The final project of the course will involve each student developing a specific policy-driven proposal to im-pact the injury of interest. The ultimate goal of the month will be to further build the skills necessary to develop future surgeons who will not only treat disease but also understand the deeper societal and policy context and implications. Fourth year.

IDIS 5618. Immersion: Primary Care in Resource-Limited Settings. Health promotion, disease prevention and control, and mortality reduction require an inter-professional, multidisciplinary response for multidimen-sional problems. Whether from the point of view of humanitarian inter-est, research competitiveness, full utilization of our educational resources, or the need for global expertise for modern America, the global health agenda has emerged as an increasingly important component of higher education in the U.S. Responding to this growing need in US academia, the Vanderbilt University Institute for Global Health and the Lwala Com-munity Alliance (LCA, http://lwalacommunityalliance.org/) have developed a proposal for an immersion course for fourth year medical students. The introductory overview course titled “Delivering Primary Care in Resource-Limited Settings” is a clinical rotation that also introduces students to key topics and concepts in global health including diseases, conditions, and health interventions common in low-resource settings. Health and developmental issues across nations and cultures that require collective (partnership-based) action will be highlighted. The course will be taught in Lwala, Kenya at the Lwala Community Hospital and through online mod-ules and Skype mentoring sessions. Approval required. Fourth year.

IDIS 5619. Immersion: Congenital Malformations and Their Man-agement in Pediatric Populations. This course is designed for fourth year medical students who will have a career in which they will provide care to children with congenital malformations that require complex treat-ment plans. During the four-week course, students will increase their un-derstanding of common congenital disorders and begin to develop the skills necessary for managing these complex disorders within interprofes-sional teams. Multiple learning strategies will be used, including didactic presentations, rotations in a variety of clinical settings, case discussions,

and a relatively innovative strategy called the challenge cycle. The chal-lenge cycle is an approach to discovery learning where groups of students will be asked to address a real life challenge and propose solutions based on their investigation of the evidence related to the challenge. Teams of students will be given a challenge to address each week. Primary course content will be focused around common genitourinary problems, congeni-tal heart malformations, craniofacial abnormalities, brain malformations and neurodevelopmental disabilities. To aid in completing these assign-ments, the fundamentals of residency-relevant prenatal development and the latest evidence on molecular causality will be supplied in 2-3 didactic sessions per week. In addition, there will be six half days of experiential learning within various clinical settings (clinics, surgical repair, diagnostic radiology). Some learning of less common congenital malformations will be presented in a clinical case-based format. At the end of each week, teams will present their challenge cycle assignments to the faculty and other students in the course. Fourth year.

IDIS 5620. Immersion: Clinical and Molecular-based Approaches to the Diagnosis and Treatment of Cancer. The overall goals of this course are to provide participants with an understanding of the molecular mechanisms of cancer development and progression and the multidisci-plinary approaches to cancer diagnosis and treatment in the clinic. Fur-thermore, how those molecular changes are detected and leveraged in the clinical setting for patient care will be elucidated. Formulating patient therapeutic strategies is complex and requires an interdisciplinary team effort between medical, surgical, and radiation oncologists. In addition, contributions from pathologists, physical therapists, nutrition counselors, and psychologists are invaluable for personalized cancer diagnosis and treatment. This course will provide exposure to these specialties in the context of breast and lung cancer and melanoma; however, the course will also provide opportunities to explore other tumor types. In addition, the advantages and barriers of clinical trials, socioeconomic disparities, and ethical dilemmas will be presented. This course will employ a combi-nation of seminars, literature review sessions, and clinical and laboratory experiences. Fourth year.

IDIS 5621. Immersion: Cardiovascular Diseases. The course will ex-pose the student to a broad range of cardiovascular diseases, focusing on basic science and clinical topics that are applicable to all three specialties: cardiology, cardiothoracic surgery and vascular surgery. All students will participate in a core series of lectures and workshops, but will be allowed to choose one of the three specialties for their patient care experience. Clinical care will occur in a variety of settings including the wards, intensive care unit, operating room, out-patient clinics, and diagnostic laboratories. Although each student will need to choose an area of clinical interest for their patient care experience, the course provides flexibility to allow the interested student to cross over to the other two specialties in order to fol-low through on a specific patient's care or to learn more about diagnostic testing or therapies specific to that specialty. Fourth year.

IDIS 5633. Learning Communities Immersion. The Learning Commu-nities IM course builds on prior efforts addressing student professional development that occurring in earlier Learning Communities courses. Stu-dents continue to explore vital issues of their development as profession-als with further readings and small group discussions within the nurturing College environment. The sessions are designed in a developmentally appropriate manner to maximize discussions and learning based on the clinical experiences of the students. The Learning Communities IM course provides the environment for students to focus on further honing their own skill sets regarding ethics, meta-cognition, leadership, and health care pol-icy prior to graduation and the beginning of residency training.

IDIS 5930. Preparation for Internship. This course will provide fourth year students with essential knowledge and skills to enter internship (of any discipline) with confidence. Informed by interviews with residents and program directors, the curriculum will cover common clinical problems managed by interns and will review most frequently-used medications. Workplace challenges, advanced communication tasks and teaching skills will also be addressed. The course utilizes a variety of methods, in-cluding lecture, small group and panel discussion, as well as skills labs and simulation. Fourth year.

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IDIS 6100. Special Clinical Study—Vanderbilt. Each student arranges an independent study with a mentor and completes a period of clinical work. Approval required.

IDIS 6150. Special Research Study—VU. Each student arranges an independent study with a mentor and completes a period of research work. Approval required.

IDIS 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required. First and second year elective.

IDIS 6300. Full-Year Research. Students enrolled in this full-year re-search course are participating in various research activities including Vanderbilt Medical Scholars, Howard Hughes Medical Institute Research, Sarnoff Cardiovascular Research Program, or Fogerty International Re-search Scholars Program. Approval required.

IDIS 6305. Full-Year Service Learning. Students enrolled in this year-long course are participating in an activity of medical service to the com-munity. Approval required.

IDIS 7100. Special Clinical Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

IDIS 7150. Special Research Study—Non VU. Each student arranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.

Global HealthIGHM 5240. Foundations of Global Health. This course introduces students to key topics, concepts and methods in global health, examin-ing determinants of complex issues and exploring multi-dimensional ap-proaches and interventions with a particular emphasis on low resource settings. Health and developmental issues across nations and cultures that require collective (partnership-based) action are highlighted by an in-terdisciplinary faculty using didactic, interactive and practical elements of instruction. At the conclusion of the course, students should be able to discuss research and evaluation methodologies commonly used in the field, identify key global health questions and design suitable projects that address the questions. This course is a requirement for the Global Health Certificate. First and second year. Fall.

IGHM 5241. Foundational Skills in Global Health. This course intro-duces students to core research, field tools, assessment and implementa-tion techniques, and evaluation methodologies used commonly in the field of global health. Various theories and practices that are commonly used to analyze issues and intervene in global health are explored. A key objective of the course is to examine determinants of global health and development from an interdisciplinary vantage point. Health and developmental issues across nations and cultures that require collective (partnership-based) ac-tion are highlighted. The course is taught by an interdisciplinary faculty and external resource persons using didactic, interactive, and practical elements of instruction. First and second year. Spring.

IGHM 5242. Informatics for Global Health Professionals. This course serves as an introduction to medical informatics with an emphasis on global health care settings. As global health bridges both patient care and public health, so informatics in this context covers both patient-based information systems and public health information systems. International cooperation on health information system issues has resulted in both ex-tensive knowledge repositories and a powerful set of tools and techniques that can be used by practitioners and researchers. The module consists of lectures with discussion and analysis as well as hands-on instruction with some software applications and electronic resources. This course may be taken as credit toward the Global Health Certificate. First and second year. Fall.

IGHM 5244. Ethics in Global Health. This course provides an overview of ethical issues and standards in global health, particularly with respect to ethics in international research. Its aim is to provide students in the health professions and others interested in global health with a framework in

which to recognize, examine, resolve, and prevent ethical conflicts in their international work. Through readings, lectures and discussion, students will explore diverse historical and contemporary international perspectives on the concepts of ethics and health as well as formulating recommen-dations for prevention and resolution of ethical conflicts related to global health. This course may be taken as credit toward the Global Health Cer-tificate. First and second year. Spring.

IGHM 5246. Leadership Development in Global Health. This course is an introduction to leadership theory and practice, directed toward those who seek leadership positions in the area of global health. The course will draw on students' own experiences with leadership and seek to ex-tend their capacities to effectively lead in organizations. The course seeks to explore dimensions and competencies of leaders, define the abilities and traits of effective leadership and explore how students develop those requisite abilities. This course may be taken as credit toward the Global Health Certificate. First and second year. Fall.

IGHM 5248. Medical Anthropology. This course provides a framework for students to investigate and learn about the study of pain, illness, suf-fering, and healing in cultures around the world. This course is designed to introduce students to a broad range of medical anthropology topics, theoretical approaches and research techniques by examining case studies on chronic illness, sorcery and traditional healing, modern pandemics, as well as treatment and illness expectations. Within these discussions, our focus will be comparative, investigating illness, misfortune, and healing in a number of societies from Mozambique, Uganda, South Africa, France, the United States, and Japan. Students will develop an appreciation for the culturally specific nature of illness, allowing them to better understand and treat patients from diverse cultural backgrounds. This course may be taken as credit toward the Global Health Certificate. First and second year. Fall.

IGHM 5249. Case Studies in Tropical Diseases. This course will in-troduce tropical diseases and parasitology in a clinical case study format with student group leadership that is facilitated by faculty with substantial front-line tropical medicine training and experience. Written case proto-cols will be presented by faculty members and Infectious Disease fellows/Internal Medicine residents who will lead an interactive discussion involv-ing pathophysiology, clinical presentation, differential diagnosis, diagnosis and treatment. This course may be taken as credit toward the Global Health Certificate. First and second year. Spring.

IGHM 5250. Global Health Politics and Policy. Global Health Politics and Policy introduces core global health problems facing the world's popu-lations today and examines the efforts taken to improve health at a global level. It focuses on the social and political movements of global health is-sues and how these forces created and shaped global health policy both in the U.S. and among the G8 nations from 2000-2011. First and second year. Spring.

IGHM 5252. Quality Improvement in Global Health. This course will introduce the concept and methodology of Quality Improvement (QI) sci-ence as it applies to health care delivery in the U.S. and in the developing world. The course is designed to give students the background to under-stand the role that QI plays in reducing medical errors, improving service efficiency and adding value in health care systems. Students will be given hands-on experience in QI by developing and implementing a personal improvement project over the course of the month. Students will develop an understanding of how to bring about change in health care systems by analysis of health care processes, how to develop pilot interventions, use data to evaluate changes, and empower individuals to be agents of improvement. This course may be taken to satisfy requirements for the Global Health Certificate. Spring.

IGHM 5254. One Health: Intersection of Animal, Environmental, & Human Health. The course objectives are to introduce students to the core concepts of One Health and to expose them to integrated trans-disciplinary approaches to global health problems. The online course will use lectures and case studies to illustrate how human, animal and environ-mental health are linked and students will participate in activities to design creative, interdisciplinary interventions for a global health problem. Spring.

IGHM 5255. Global Health Nicaragua. This twelve-week course is de-signed to expose medical students to the basic health care systems of

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Nicaragua centered around a one-week trip to the country. Students will gain a basic understanding of the health care disparities between Nicara-gua and Nashville; understand the role of a visiting health care provider in global health stewardship; understand the role of DM, HTN, and nutrition among the Nicaraguan people. Students will work to educate Nicaraguan patients in diabetes, nutrition and cardiovascular health, and will educate the Vanderbilt community through a poster session upon their return. The class will be composed of didactic and small group case-based learning, several small group project designs, journal club, and clinic observation, culminating in a poster session. Pre- or corequisite: Basic knowledge of Spanish or the Medical Spanish elective. First and second year.

IGHM 5258. Global Health Argentina. This course is offered by the Vanderbilt Vaccine Center and Infant Foundation as an international field experience involving clinical and research training in Argentina, providing thorough insight into Argentina’s unique health care system. The course will provide students with the opportunity to conduct biomedical trans-lational research or pediatric rotations at hospitals and medical centers in Buenos Aires. Students will be embedded into a fully bilingual team of both local and U.S.-trained researchers and physicians, and students will also have the opportunity to shadow certified physicians in pediatric hospitals or primary health care model centers. While the focus is com-pletely scientific, students will be exposed to the multicultural aspects of Buenos Aires to learn the local culture and Spanish language. This course is graded pass/fail. First year.

IGHM 7100. Clerkship in Global Health. This four-week elective aims to provide clinical experience in the care of patients in low or middle-income countries, most often in resource constrained environments. Students will assess the most common health problems encountered at the site, the usual treatment protocols, and how management differs from that in the U.S. or other developed countries. Students will learn how treatment and treatment decisions are influenced by local cultural norms and policies, and will understand the variety of barriers to successful therapeutic regi-mens. Students will also reflect on the various cultural gaps encountered and how these can be bridged and the concept of cultural humility. Coun-tries and sites may vary, but approval will depend on the safety of the area. Approval will be facilitated by Vanderbilt faculty involvement at the site. If the intended location is on the State Department Travel Alert List, additional approval will be required. Fourth year.

Medical Education and AdministrationMADM 5700. Shade Tree Clinic Full-Year Elective. Enrolled students will commit to volunteering for a minimum of 20 clinic sessions, Tuesday or Saturday, during the months of July through April. Students will also be responsible for assisting with leading educational initiatives while in clinic such as teaching first and second year students during clinic and facilitating clinic wrap up. The course will additionally consist of 6-8 lecture sessions spread throughout the year involving topics such as community health resources, health care economics, quality improvement, and pre-ventative care. All students will be required to complete a one-page as-signment individually or as a group to reflect on the experience. Students will complete a project to be decided upon by the group. This could take the form of a quality improvement initiative, paper for publication, or any number of ideas depending upon the interest of the group. Fourth year.

MADM 5750. Students-As-Teachers Full-Year Elective. The goal of this course is to prepare senior medical students to become effective teachers as residents. The course offers a longitudinal didactic program, bringing the cohort together throughout the fourth year to discuss general teaching strategies, educational theory and to review educational literature (the need for flexibility in scheduling is recognized). This is combined with an opportunity to enhance proficiency in one specific teaching environ-ment by participating in the delivery of a particular course or program in the general curriculum. Students will practice teaching skills, gain an ap-preciation for evidence-based teaching techniques, and receive mentoring and feedback from established educators. Fourth year.

MADM 6150. Special Research Study—Vanderbilt.. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

MADM 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

MADM 7150. Special Research Study—Non-VU. Each student ar-ranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.

MedicineMED 5012. Physical Diagnosis. The introduction to clinical medicine course for second year students. Emphasizes interviewing skills, acquir-ing a medical database, and performing a comprehensive physical ex-amination. Utilizes a mentor system with groups of four students assigned to two faculty tutors who will guide them through history taking, patient examinations, and write-ups. Includes lectures, practical sessions, and patient encounters. Second year.

MED 5016. Diagnostics and Therapeutics. This required course is of-fered during the clerkship year of the curriculum. The goals of the course are to teach techniques in clinical decision making, with an emphasis on many factors that may impact the clinician's approach to the presenting complaint, e.g. pretest probability, risks, and costs of studies; to give the students an understanding of the laboratory and radiographic tools used to work through a differential and arrive at a diagnosis; and to impart a ba-sic understanding of treatments rendered for common disease processes that they will encounter. The full-time introductory segment at the begin-ning of the clerkship year will be followed by weekly exposure through the year to online modules and small group activities that delve into specific presenting complaints with explicit discussion of how the clinician works through each of these clinical problems and treats the final diagnosis. Foundations of Clinical Care phase.

MED 5020. Medicine Core Clerkship. Third-year medical students par-ticipate in an eleven-week, inpatient clinical clerkship under the aegis of the Department of Medicine, utilizing the clinical services of the Vanderbilt and VA hospitals. It is believed that learning is most vivid through direct experience with patients, obtaining histories, and doing physicals and laboratory studies, and that it is amplified by reading and intensive contact with members of the teaching staff and house staff. Students are given considerable responsibility under close supervision of the teaching staff. The clerkship is divided into three rotations of which two are general medi-cine and one subspecialty medicine. Each student is assigned to a fac-ulty/resident team and functions as an apprentice physician with graded responsibility for the evaluation and management of patients admitted to the medicine service. Students participate in all clinical and teaching activi-ties of the service, including daily attending rounds, morning report, noon conferences, Grand Rounds, and the Thursday morning lecture series. In addition, students meet weekly in small groups with an assigned faculty member who conducts preceptor rounds for the entire eleven weeks. Third year.

MED 5130. Subspecialty Clinics in Medicine. The Department of Medicine offers a four-week unit for senior medical students to work in subspecialty clinics in the department. Students work one-on-one with faculty members or fellows in at least nine (9) clinic meetings per week. Students may choose from a variety of clinics including allergy/pulmonary, bone marrow transplant, cardiology, endocrinology, gastroenterology, he-matology/oncology, infectious disease, nephrology, pharmacology, and rheumatology. Students may spend all of their time on one or two clinics or elect to work in a variety of clinics. Students arrange their schedules with attendings in various clinics and contact Dr. Spickard to discuss their plan for the month. Fourth year. Prerequisite: Medicine 5020.

MED 5210. Clinical Pathophysiology and Pharmacology: Rounds on the CRC. The course consists of the in-depth discussion each week of the illness of one patient emphasizing the pathophysiology of the dis-ease process and important issues in clinical diagnosis. Enrollment is limited so that the traditional question and answer interaction between physicians and students during rounds can be maintained. Patients will normally be selected from among those admitted to the Clinical Re-search Center and will, insofar as possible, reflect conceptually important

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or commonly encountered diseases and differential diagnostic problems. Pre-requisite: First year curriculum. Second year.

MED 5240. Ethics, Law, and Medicine. This course explores a variety of topics and problems at the intersection of ethical, legal, and medical concerns in the modern world of health care, including (to name a few) end of life decision making, reproductive technologies and abortion, ge-netic screening, and organ transplantation. Case-based and discussion oriented, the course has a secondary aim --to engage with others from different disciplinary backgrounds and training in order to foster greater appreciation for the multiplicity of perspectives associated with these (and similar) topics. Accordingly, the course is designed for, and available for enrollment to, students in the Schools of Divinity, Law, and Medicine. First and second year.

MED 5248. HIV Counseling and Testing Elective. HIV rapid screening initiatives targeting urgent care, public health and emergency department clinics are components of a broad based HIV testing initiative to identify an estimated 1.2 million HIV infected persons unaware of their infection. Com-munity provider Nashville CARES certifies students to perform HIV counsel-ing and testing services within local emergency rooms (Vanderbilt, Metro General, Baptist Hospital), neighborhood health clinics, and community venues serving high risk targeted populations through outreach and other health initiatives. Training includes CDC Counseling and Testing Training, Counseling Skills for HIV Positive Clients, Nashville CARES HIV CTS Policy and Procedure, Nashville CARES Confidentiality Law, and Orasure and Ora-Quick Testing and Screening Device Training. Students will provide public health screening and targeted CTS. First and second year.

MED 5250. Master Clinician Elective at Shade Tree: Learning in the Community. The Master Clinician Elective at Shade Tree (MCE): Learning in the Community aims to provide VMS II students with a community-based, primary care-focused, clinical experience during their spring semester. The goal of the course is to help students accelerate their clinical competency while pursuing interests in community health and primary care. Students will volunteer as an underclass clinician for a minimum of six (6) clinical shifts during the semester. Under the supervision of a clinical medical student, MCE students will be responsible for conducting the history, physical ex-amination, and formulating an assessment and plan. MCE students will be encouraged to present patients to attending providers and document the encounter using StarPanel. In addition to these clinical learning opportuni-ties, the MCE students will attend four lunchtime didactic sessions during the spring semester. Second-year students only. Spring.

MED 5302. Cardiovascular Physiology. Students will review cardio-vascular physiologic principles in the setting of a high volume clinical cardiac MRI lab. Students will have the opportunity to interview patients, auscultate cardiac murmurs, review relevant records such as ECG/blood pressure measurements/heart rhythm strips; and then correlate physical exam findings and patient history with high resolution MRI imaging in a wide variety of cardiovascular pathologies. The cardiac MRI lab reviews an average of 6-8 cases a day, with cardiac conditions ranging from normal findings; atrial fibrillation; ischemic, nonischemic, and hypertrophic car-diomyopathies; congenital cases (both pre and postsurgical); pulmonary hypertension; cardiac transplant; stress testing; and cardiac valvular dis-eases. A relevant cardiovascular physiologic principle will be reviewed at the beginning of each day. The physiology concepts to be reviewed will be selected depending on significance to the cases on the MRI schedule. At the conclusion of this fun and engaging two-week elective rotation, stu-dents will have reinforced their knowledge of cardiovascular physiology by combining a review of the pertinent concepts with clinically relevant and patient-oriented cardiovascular imaging cases. The combination of concept review applied to real time clinical cardiovascular imaging will strengthen the knowledge of cardiovascular physiology in a unique and unforgettable way. This elective course will provide a unique and compel-ling preparation for the cardiology intern year.

MED 5304. Integrative Medicine. Students in this two-week elective will participate in helping patients develop and implement treatment plans for lifestyle and behavior change through the Vanderbilt Center for Inte-grative Health (VCIH). The VCIH cares for the whole person , mind, body, and spirit. Using the resources of the clinic, including health coaching, the students will develop their own personal plan for wellness. They will

also learn the management of chronic pain and complex chronic disease working with a multi-disciplinary team. This will include exposure to clini-cal consults (medical and acupuncture), therapeutic movement classes, chronic pain skills groups, and group nutrition coaching. Students will also participate in a weekly multi-disciplinary case conference. At the conclu-sion of the elective, students will be able to take an integrative medicine patient history with emphasis on the patient's perspective and experience of disease/illness and relevant psychosocial history; identify and describe the patient's capacity for behavioral change including barriers and readi-ness to change; assist patients in developing a personalized plan of care; explain integrative medicine treatment plans by citing appropriate medical literature; participate in inter-professional care to develop skills in interact-ing with other health professionals to develop integrative health plans for patients; demonstrate understanding of relevant neuroscience research including neuroplasticity, biomechanics, adaptive behavior patterning, biopsychosocial model, and treatment plans for patients with chronic pain (e.g. rheumatologic conditions, cancer, physical trauma, neurological dis-ease) and frequent co-morbid psychological conditions (e.g. depression, anxiety, post-traumatic stress disorder); and explain the role of central sensitization in chronic pain.

MED 5306. Prevention of Ischemic Event. This two-week elective will cover the outpatient management of cardiovascular risk, ranging from di-agnosis and appropriate control of co-morbidities such as dyslipidemia, hypertension, and diabetes, to the appropriate risk assessment strategy including non-invasive vascular evaluations, to tailored interventions ad-dressing lifestyle and medications. At the conclusion of the two weeks, students will be able to appropriately identify and diagnose cardiovascular risk factors and co-morbidities and determine the strategy for full cardio-vascular risk assessment, including performing non-invasive imaging tests, positioning the patient in a definite ten-year and lifetime cardiovascular risk category, and developing a management plan including proper life-style and pharmacologic interventions based on guidelines, evidence, and standard of care approaches.

MED 5308. Critical Care Medicine Basics. This course is an introduc-tion to the field of critical care medicine. Students in this rotation are ex-pected to become familiar with the physiology and pathophysiology of critical illness and the care of the critically ill patient. Additionally, they will be expected to integrate basic knowledge of pharmacology and physi-ology with clinical care and decision-making across two or more ICUs. An early exposure to the breadth of critical care is imperative for every physician in training, as throughout their career they will be expected to recognize life threatening illness and injury and know the indications for providing care. Additionally, it is important to know the long term sequelae associated with critical illness and the socioeconomics of critical care. The students will be expected to attend ICU rounds and to follow the care of 1-2 patients assigned to them who are admitted to the ICU. In addition, they will be assigned to select faculty daily to present their patient. This will require them to understand the physiology and pathophysiology of the disease process to present a working differential diagnosis. They will also be expected to attend daily teaching sessions with the select faculty based on a pre-determined schedule. This includes synthesizing informa-tion from the electronic medical record, the bedside nurses, the consulting physicians, and the primary team.

MED 5312. Clinical Rheumatology. This is an outpatient service rota-tion designed to immerse the student extern in the evaluation and care of patients with a wide variety of rheumatic diseases. Special emphasis is placed on the patients with rheumatoid arthritis and lupus; however, all of the inflammatory and degenerative connective tissue disorders will be seen and reviewed. There is daily contact with several rheumatologists as well as the entire staff of the Arthritis Center at Vanderbilt Hospital (physi-cal therapy, occupational therapy, patient educator, etc.) The student will observe patient evaluations and treatment methods and will be expected to perform some new patient assessments. At the conclusion of the elec-tive, students will know the most practical and cost effective means of efficiently planning evaluations and treatments. This rotation is especially valuable to students considering primary care and orthopaedics.

MED 5314. Introduction to Palliative Care. Students will rotate through Vanderbilt Medical Center under the supervision of palliative care

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specialists. Students will work with the entire multidisciplinary team dur-ing this rotation with the goals of learning to apply the fundamentals in pain and symptom management, communication at the end of life, care of the dying patient, and basics of hospice care. Students will rotate on the consultative services and the palliative care unit during the two-week block. Students will gain exposure to patients throughout the hospital from all disciplines of medicine assisting in symptom management, ad-vanced care planning, and hospice. The medical director for palliative care at Vanderbilt University will supervise and evaluate the students on the basis of the six clinical core competencies as delineated by the ACGME. Creative structuring will allow students to make modifications to the rota-tion to meet individual needs. At the conclusion of the elective, students will be able to gather data as it relates to palliative care; demonstrate use of an interdisciplinary team to optimize patient care; evaluate and man-age common symptoms in palliative care; identify goals of care through communication with families and patients in order to develop a plan of care that includes the patient's wishes, medical situation, and code status; recognize signs and symptoms of impending death; and identify different aspects of suffering in palliative care patients.

MED 5316. Introduction to the Hospital/Medical Consultation. Stu-dents will participate in a multifaceted elective providing an overview of the scope of medical care within the hospital, as well as a more direct experi-ence with general inpatient medicine. Students will join the medical con-sultation team, comprised of an attending +/- senior resident. This team assists non-medical services, such as orthopedics, urology, neurology, etc., with the medical management of their patients. The spectrum ranges from general co-management of complicated medical patients in the peri-operative setting to the management of specific medical questions, such acute hypertension, AKI, hyponatremia, or infections. The team is also of-ten consulted for pre-operative medical assessment and risk stratification. Students will have the opportunity to increase their knowledge of general medicine through evaluating patients, writing consultation and follow-up notes, and presenting patients during rounds. The students will also have a unique opportunity to learn about the team approach to medicine through half-day experiences with physical therapy, pharmacy, and case manage-ment/social work. Additionally, the clinical experience will be augmented by key readings, lectures, and small group sessions/CELA experiences, dur-ing which the students will gain experience in managing general inpatient management of the medical patient through small groups/simulation. At the conclusion of this two-week elective, students will understand the role of inpatient medical consultation; analyze common consultation questions and develop appropriate recommendations to provide to the primary team; apply knowledge of evidence-based, cost-effective, pre-operative risk as-sessment techniques; gain experience in managing the hospitalized medical patient through small group/simulation; and understand the team approach to inpatient care through targeted experiences with ancillary services.

MED 5318. Introduction to Dermatology. This elective course will pro-vide a broad and comprehensive overview of Dermatology in the academ-ic setting, including general, surgical, inpatient, and cosmetic Dermatol-ogy, as well as Dermatopathology and Dermatologic research. This will be achieved through attendance of the aforementioned Dermatology clinics, and inpatient consults, as well as six hours of lectures and grand rounds. Students will also receive one afternoon of instruction in basic and clinical academic Dermatologic research. At the conclusion of the elective, stu-dents will understand the basic language of Dermatology and the integral role that skin plays in both superficial and systemic disease; will under-stand the presentation of common skin cancers as well as treatment; and will understand the fundamentals of clinical and basic science research in academic medicine. Through brief hands-on experience in the lab and through the small clinical research project, students will gain exposure to the building blocks of academic research.

MED 5322. HIV Medicine. Students will get a comprehensive look at the care of HIV patients by experiencing in-depth the complexities of HIV in both the inpatient and outpatient world. The elective involves spending one week at the Vanderbilt Comprehensive Care Clinic (VCCC- Vanderbilt’s outpatient HIV clinic), followed by one week on the inpatient Rogers Infectious Dis-eases service (the inpatient service which serves the majority of HIV-infected individuals). Students will have the opportunity to take histories and perform physical exams, presenting their findings to the attending provider or nurse

practitioner. Content will include lectures, readings, and small group dis-cussions on “hot topics” in HIV. Concepts such as AIDS in the global context, treatment-as-prevention, and pre-exposure prophylaxis will be addressed in these formats, with a focus on epidemiology, pharmacol-ogy, study design, ethical issues, etc. In addition, students will spend time with various members of the HIV care team, including an HIV pharmacist, dietician, clinical pharmacy RNs, case managers, and the clinical trials team highlighting the multidisciplinary nature of HIV care with a focus on pharmacology, nutrition, adherence, psychosocial issues, and clinical tri-als implementation. Students will attend case conferences and will round with the inpatient Infectious Diseases nurse liaison and case manager. At the conclusion of the two-week elective, students will be able to construct or formulate a history from someone living with HIV infection, with a focus on the important physical exam findings, social information, and laboratory values from each patient; describe basic pathogenesis and basic virology of HIV infection; discuss fundamentals about HIV treatment; demonstrate a familiarity with the evidence-based, multidisciplinary approach to HIV care; and explain some of the recent breakthroughs in HIV care and some of the challenges facing the epidemic from a global perspective.

MED 5324. Team-Based Geriatric Care. In this two-week elective, stu-dents will join a team of attending, resident, and interdisciplinary team mem-bers on the Vanderbilt Acute Care for Elderly (ACE) Unit in the mornings. Experiences will include diagnosis and management of geriatric syndromes including falls, delirium, dementia, and transitions of care. Students will be-come acquainted with several patients and present them on rounds. After-noons will consist of geriatric primary care and consult clinics with exposure to geriatric medication management, chronic illness, and home and com-munity-based services. In the second week students will round mornings with the VA Geriatric Evaluation and Management Unit Team, following and presenting selected patients and contrasting VA with Medicare resources. Afternoons will consist of VA Geriatric Consult and Primary Care Clinics, in-cluding a new Patient-Centered Aligned Care Team with a patient-centered medical home model. Relevant handouts and orientation materials will be provided, and students will participate in the ongoing Geriatrics and Pal-liative Care didactic series with rotating residents. At the conclusion of the course, students will be able to perform a functional assessment, contribute to an interdisciplinary team meeting, appreciate the clinical decision tree concept while managing patients with multi-morbidity states, and have an awareness of the array of community and institutional resources required to successfully manage transitions of care for frail elderly.

MED 5326. Health Promotion—Dayani Center. This two-week elective is for students interested in health education and health promotion in clini-cal and outpatient programs. Students will observe and participate in the Cardiac and Pulmonary Rehabilitation Programs at the Dayani Center. Ad-ditionally, they may elect to spend a portion of this elective in the areas of smoking cessation, behavioral health, nutrition, exercise science, or corpo-rate health. An overview of each area not chosen will be provided. Students are expected to spend approximately half of their time in research related to the measurement of clinical outcomes within the rehabilitation program. The format of the elective will include lectures, case discussions, readings, and direct patient contact. A mentor, through a multidisciplinary approach, will guide the student to health promotion. To personalize the experience, students will receive their own fitness assessments, nutritional counseling, stress assessments, and free use of the Dayani Center facilities during the elective. Opportunities to spend time in the Cardiology Clinic or Integrative Health may be available. In addition, students will be trained in EKG inter-pretation by co-supervising 12-lead exercise tests with Dayani staff. At the conclusion of the elective, students will know the fundamental principles of health promotion, understand lifestyle management of common cardiovas-cular diseases, and begin to understand EKG interpretation.

MED 5328. Clinical Medicine Sub-Specialties. In this two-week elec-tive, students will work with sub-specialists in clinics of their choosing in the Department of Medicine. Students will have the responsibility of evalu-ating patients, presenting patients to the attending, and then devising a management plan with the attending. Students are responsible for arrang-ing the clinic half days (minimum 10 half days per 2 week period) with attendings to be approved by the Course Director. At the conclusion of the elective, students have an understanding of the outpatient presenta-tion and management of sub-specialty patient problems, will provide an

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efficient patient work-up, and will have familiarity with the care provided to patients in the outpatient clinical setting.

MED 5332. Problems in Hematology. This elective will offer students an introduction to the unique problems of hematology, including anemia, bleeding, thrombosis, transfusions, and hematologic neoplasms, includ-ing lymphoma, leukemia, and myeloma. Didactics will include lectures and a series of articles provided for the rotation. The emphasis will be on di-agnosis and management of patients with hematologic cancers. Students will spend time in Hematopathology, Blood Bank, and clinics, ranging from benign to malignant hematology and transplant. They will also rotate on a malignant hematology inpatient service and the transplant service. Students will be given patient consult cases to guide their learning, and they will be asked to present a written case history and a plan of care, emphasizing hematologic issues, including transfusion needs, antibiotic prophylaxis if needed, therapeutic options, and prognosis. As part of the therapy, other areas to be addressed will be symptom management, side effects of therapy, survivorship, and end of life care and the roll of palliation and hospice. At the conclusion of the two-week elective, students will un-derstand some of the questions to be asked, answers to those questions, what is involved in devising a plan of treatment, and communicating with the patient, recommending a plan of therapy. Students will learn how to discuss not only a therapeutic plan, but also a prognosis.

MED 5334. Intensive Medical Spanish and Culture Immersion. In this two-week elective, students will join a Spanish language medical inter-preter team's observational program at either VUMC or another approved community clinic for 28 hours per week, shadowing the professional in-terpreters in a broad range of clinical services. In addition, this rotation (which includes evening call), will be combined with 12 hours of advanced grammar and medical vocabulary review through classroom work with the course director and supervised, guided self-study through on-line, multi-media medical Spanish programs. Communicative based classroom work will involve patient case presentations (emphasizing language, culture, and medicine), simulated role play of the patient/provider relationship, and readings, films, and discussions of culture, demography, and health care issues with respect to the Latino patient in the U.S. At the conclusion of the two-week elective rotation, students will be able to interview patients in Spanish in a culturally proper manner, take a medical history, conduct a physical examination, give prescription and follow-up instructions, and intervene with medical emergencies with a heightened degree of cultural sensitivity and greater awareness of Latino culture in the context of the Spanish-speaking patient. The students will also gain a greater under-standing of the role of the medical interpreter in the patient/provider dy-namic and how to correctly and effectively work with a medical interpreter, an essential skill of the health care provider working with today's linguisti-cally diverse patient population. Open to M.D. students only. Prerequisite: Spanish language at an intermediate level.

MED 5336. Young Women's Health. This elective will offer students a two-week rotation in the Adolescent and Young Adult Health Outpatient Clinic at 100 Oaks with an Adolescent Medicine attending and residents. This clinic has a patient population that is about 70% female and sees a large number of visits for menstrual and gynecologic issues. Patients are evaluated for primary and secondary amenorrhea, menorraghia, dysfunc-tional uterine bleeding, and dysmenorrhea. Patients are routinely coun-selled on initiation of contraception and are screened for sexually trans-mitted infections. Students will have the opportunity to observe patient encounters with the resident and/or attending and then as they feel more comfortable see the patient first and present them to the attending in or-der to jointly form a plan of care for that patient. At the conclusion of the two-week elective rotation, the student will be able to take a thorough menstrual history and formulate a brief assessment and plan based on presenting complaints/concerns. The student will also feel comfortable taking a sexual history and become more comfortable with various contra-ceptive options. In addition, the student will review the adolescent specific laws on confidentiality as they pertain to young women's health issues.

MED 5350. History of Medicine. This course covers medical history from the Ancient Near East to the present. The course directors give the first few lectures for background; subsequent class meetings consist of guest lectures and reports by the students. Each student writes a paper

or book review on a chosen aspect of medical history. The students who complete this course will be on their way to becoming humanistic physi-cians who understand where their profession has been and where it may be going. First and second year.

MED 5430. Rheumatology Clinical Outcomes Research. The re-search will focus on analysis of patients seen at Vanderbilt with a particular rheumatic disease (e.g., ankylosing spondylitis, polymyalgia rheumatica), chosen with the student, to recognize variables which predict good or poor outcomes in specific patients. The research program will involve extensive review of patient records and entry of data into the Vanderbilt Rheumatology data base. Student participation in data analysis is encour-aged. Fall 2008 elective areas include clinical research in rheumatic dis-ease (Dr. Boomershine) and genetics of autoimmune diseases (Dr. Aune). Contact the faculty directly for more information. First and second year.

MED 5555. Geriatric Medicine. The intent of this course is to provide students with an advanced educational experience in geriatric medicine. Students will gain familiarity with multiple geriatric syndromes: polyphar-macy, gait instability, dementia, fragility, pain management, pressure sores, incontinence, osteoporosis; appreciation for continuity of care across dif-ferent levels of care; and the ability to differentiate between normal aging and disease processes. Students' knowledge of ethical issues will also be enhanced including patient autonomy, driving, and elder abuse. Stu-dents will also be able to identify and use community resources effectively, assess and treat multiple geriatric syndromes, organize management of multiple acute and chronic diseases simultaneously, and communicate sensitively and effectively with older persons and caregivers. Prerequisite: Medicine 5020. Fourth year.

MED 5610. Clerkship in Clinical Nephrology. Students will participate in daily rounds with the nephrology attending, the nephrology fellow, and the medical resident assigned to the Vanderbilt Hospital nephrology ser-vice. Patients with various clinical disorders including fluid and electrolyte abnormalities, acid-base disturbances, glomerular diseases, and distur-bances of renal function, including acute and chronic renal failure, will be seen and discussed. Students will have the opportunity to perform renal consults and present patients to the rest of the rounding team. Frequently, the nephrology service is requested to perform emergency consultation which requires acute hemodialysis or acute plasmapheresis. Students may participate in these acute consultations and develop an understand-ing of renal emergencies. This elective is designed to give the fourth-year student significant experience in practical clinical nephrology and prepare him or her for future house staff training. Prerequisite: Medicine 5020. Fourth year.

MED 5611. Subinternship in Medicine, VU. A student may serve as a clerk on the Vanderbilt medical service otherwise staffed by attending physicians, one assistant resident, and one regular intern. Approximately three to four selected new patients per week will be assigned for initial evaluation and continuing care. The format provides an excellent oppor-tunity to work closely with members of the clinical faculty in caring for patients with interesting diagnostic and management problems. The pa-tients assigned will be selected for their teaching value, and the student will function as the sub-intern under the direct supervision of the assistant resident and attending physician. Rotations on in-patient cardiovascular, medical subspecialties, and general medicine are available. Prerequisite: Medicine 5020. Fourth year.

MED 5613. Subinternship in Critical Care Medicine, VU. This course is a four-week subinternship in multidisciplinary critical care medicine from the perspective of internal medicine. The student will be expected to fulfill much of the role of a junior level house officer, but will be closely super-vised by interns, residents, and a senior critical care fellow, as well as a critical care attending. The unit is a very active critical care facility which manages a wide variety of medical emergencies using extensive moni-toring and support equipment. The emphasis is on pulmonary disease, infection, and renal dysfunction, but covers all aspects of critical illness, including endocrinology, nutritional support, cost containment, and ethi-cal issues. Teaching rounds are given daily, and these are supplemented with didactic lecture-discussions several days each week. Prerequisite: Medicine 5020. Fourth year.

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MED 5616. Subinternship in Medicine, VAH. The form of this clerkship is a substitute internship on the Veterans Administration Hospital medical wards, working in concert with the house staff team (assistant resident, in-tern, and one or two third-year medical students). The substitute intern will be assigned one or, rarely, two new patients each admitting day and will be responsible for their care under the direction of the assistant resident. The substitute intern's patients will not be worked up by the regular intern. The student will be expected to attend all of the functions and keep the same hours as the house staff. This should provide an intensive experi-ence in ward medicine. Prerequisite: Medicine 5020. Fourth year.

MED 5619. Subinternship in Critical Care Medicine, VAH. This sub-internship at the Veterans Administration Hospital is intended to expose medical students to a variety of important management issues in critical care medicine. The student should have prior general ward experience in medicine and surgery. The student will function in the combined ICU/CCU as a sub-intern under the supervision of a medical resident, a pulmonary/cardiology fellow, and both an intensive care unit and a cardiology attend-ing. The student will actively participate in both general medical intensive care and cardiac intensive care rounds. The student will have an every-third-night in-house call schedule and will work directly with two residents and interns. During the rotation, the student will learn how to evaluate complex critically ill patients and formulate diagnostic and therapeutic plans. The student will become familiar with the principles and techniques of invasive and non-invasive monitoring. Major areas which are stressed include ICU and CCU pharmacology, airway management and mechani-cal ventilation, fluid/electrolytes management, nutritional intervention, and ICU ethics. Prerequisite: Medicine 5020, Surgery 5020. Fourth year.

MED 5620. Clerkship in Gastroenterology, VU. This clerkship offers a broad experience in all clinical phases of gastroenterology including dis-eases of the hepatobiliary system and pancreas. Seminars, rounds, and evaluation of current literature are regularly scheduled. Students will be ac-tively involved in in-patient consultation and out-patient clinics. Exposure to gastrointestinal endoscopic techniques will be available. Prerequisite: Medicine 5020. Fourth year.

MED 5621. Clerkship in Gastroenterology, VAH. This clerkship at the Veterans Administration Hospital offers a broad experience in all clinical phases of gastroenterology including diseases of the hepatobiliary system and pancreas. Seminars, rounds, and evaluation of current literature are regularly scheduled. Individual instruction in sigmoidoscopy as well as ex-posure to other more specialized gastrointestinal techniques are available. Prerequisite: Medicine 5020. Fourth year.

MED 5622. Clerkship in Hepatology. This clerkship offers a broad experience in diagnosis and management of patients with liver disease. Students participate actively in liver service activities and attend all didac-tic teaching sessions within the Division of Gastroenterology. Exposure to outpatient consultative and continuing care is emphasized. In addition, students will make hospital rounds daily with the attending hepatologist. Prerequisite: Medicine 5020. Fourth year.

MED 5635. Clerkship in Bone Marrow Transplant. For one month the student will participate in the activities of the bone marrow transplant service, including Tuesday and Thursday clinics, Monday teaching con-ferences, daily morning work/teaching rounds with the medical house staff, and other teaching conferences with the house staff. This elective is designed to provide in-depth experience with respect to the selection of patients for transplant procedures as well as with the management of transplant problems. Prerequisite: Medicine 5020. Fourth year.

MED 5645. Clinical Nutrition and Metabolic Support. The Adult Nu-trition Support Team, housed in the Vanderbilt Center for Human Nutri-tion, serves as a consultation service for patients who require parenteral and enteral nutrition at VUMC. Initial comprehensive consultation and follow-up care provide guidance in appropriate patient selection, de-termination of nutrient requirements and type of nutrition support, and ongoing clinical management to prevent complications and achieve nutri-tional goals. Typical patients include those who are critically ill with major abdominal surgery or trauma and those with serious underlying gastro-intestinal disease. It is not unusual to see patients with life-threatening malnutrition. Students who choose this elective will participate as active

members of the multidisciplinary consult team. The student will learn nu-trition assessment methods and the skills to translate assessment find-ings into appropriate nutrition support interventions. Exposure will include intravenous and tube feeding interventions. Skills for typical prescription and monitoring of the nutrition support patient will be taught including macronutrient, fluid, electrolyte, acid-base, and glucose management. The student will have the opportunity to follow individual patients from initial consultation to daily follow-up care. There will be an opportunity to participate in the home malnutrition clinic as well. Prerequisite: Preclinical curriculum. Fourth year.

MED 5650. Clerkship in Patient-Oriented Research. The Clinical Re-search Center is a combined inpatient/outpatient facility drawing patients from all divisions of Vanderbilt Hospital. Many of the most important dis-coveries pertaining to patient care are made in such a setting. Most of the patients have complicated disease presentations. Students have the op-portunity to experience both basic and translational research in a clinical setting. Regular attending rounds will be made with the house staff and investigators, and there will be an opportunity for the student to partici-pate in the evaluation of patients and conduct patient-oriented research. Prerequisite: Medicine 5020, Surgery 5020, Pediatrics 5020. Fourth year.

MED 5660. Clerkship in Pulmonary Diseases, VAH. Students partici-pate in an active inpatient pulmonary consult service (8-12 consults per week, 4-8 bronchoscopies per week) where they evaluate and present patients and review chest x-rays, chest CT scans, and pulmonary function tests on a daily basis. Clerks acquire skills in the work-up and manage-ment of common pulmonary problems including hypoxemia, pulmonary emboli, acid-base disturbances, CXR abnormalities, obstructive and re-strictive lung diseases, infection, and neoplasm. Students also have the opportunity to be involved with outpatient evaluation and work-up of lung masses and participate in a weekly interdepartmental chest cancer con-ference. Other activities include weekly pulmonary clinic at the VA, weekly physiology/pathophysiology lectures, and weekly clinical case conference. Prerequisite: Medicine 5020. Fourth year.

MED 5670. Clerkship in Renal Pathophysiology, VAH. This clerkship offers active participation in the evaluation of patients with kidney disease and fluid-electrolyte imbalance, in acid-base disorders, and in renal-electrolyte rounds, as well as experience in the hemodialysis program for acute and chronic renal failure. Plasmapheresis patients will also be seen as a part of the rotation. Students will see consults and also manage ne-phrology inpatients. Prerequisite: Medicine 5020. Fourth year.

MED 5680. Clerkship in Infectious Diseases. During the clerkship, the students will evaluate patients with infections as part of the infectious dis-eases consult service at VU Hospital. They should gain competence in diagnostic skills and in the management of infected patients, including choice and use of antibiotics. Special emphasis will be placed on under-standing the epidemiology, pathophysiology, and natural history of infec-tious diseases. Students will be active participants in the management and follow-up of patients and will attend regularly scheduled rounds, con-ferences, and seminars of the Infectious Diseases Division. Prerequisite: Medicine 5020. Fourth year.

MED 5691. Subinternship in Cardiovascular Critical Care, VU. The student will actively participate in the management of critically ill cardiology patients hospitalized in the Cardiovascular Intensive Care Unit. Duties will include the management of patients with (1) cardiogenic shock and acute heart failure, (2) complicated myocardial infarction, (3) complex percuta-neous coronary and valvular intervention, (4) pulmonary arterial catheters and continuous hemodynamic monitoring, (5) ventricular support devices, (6) mechanical ventilation, and (7) cardiac arrhythmias. The student will work closely with the on-call medical resident and CVICU fellow and be expected to write an admission history and physical examination and daily progress notes and present patients followed on daily work rounds to the entire team. The rotation will provide a significant "hands-on opportunity" for medical students to participate in the management of critically ill pa-tients. Prerequisite: Third year core clerkships. Fourth year.

MED 5710. Clerkship in Rheumatology Center. This is an outpatient service rotation designed to immerse the student extern in the evaluation and care of patients with a wide variety of rheumatic diseases. Special

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emphasis is placed on the patients with rheumatoid arthritis and lupus; however, all of the inflammatory and degenerative connective tissue dis-orders will be seen and reviewed. There is daily contact with several rheu-matologists as well as the entire staff of the Arthritis Center at Vanderbilt Hospital (physical therapy, occupational therapy, patient educator, etc.) The student will observe patient evaluations and treatment methods and will be expected to perform some new patient assessments. Emphasis is placed on learning the most practical and cost effective means of ef-ficiently planning evaluations and treatments. This rotation is especially valuable to students considering primary care and orthopaedics. Prereq-uisite: Preclinical curriculum. Fourth year.

MED 5730. Clerkship in Clinical Cardiology. This consultative cardiol-ogy experience was restructured in 2005 to offer new learning opportu-nities for medical students wishing to refine their skills in cardiovascular diagnosis. It provides both inpatient encounters and personalized instruc-tion in physical diagnosis and EKG reading. The student will see new pa-tients in consultation with cardiology faculty at Vanderbilt and at the VA Hospital. A highlight of the experience is a private weekly patient presen-tation to--and examination of the patient with--a senior cardiac physician at Vanderbilt. The student will be instructed in the use of a heart sound simulator which has been demonstrated to improve physical diagnosis skills. Eight didactic sessions on EKG interpretation are provided during the four-week rotation. Finally, weekly conferences to attend include: Clini-cal Cardiology (2), Echocardiography, Nuclear Medicine, and Cardiology Grand Rounds. Prerequisite: Medicine 5020. Fourth year.

MED 5735. Palliative Care. Students will rotate through VUMC, the VA Hospital, and Alive Hospice under the supervision of palliative care specialists. Students will follow their own patients and work with an in-terdisciplinary team (IDT). This opportunity will allow students to learn and apply the fundamentals in pain and symptom management, how to communicate at the end of life, care of the dying patient, and hospice. Students will spend roughly three weeks at VUMC and the remainder of time equally at the VA Hospital and Alive Hospice. At VUMC and the VA Hospital, students will work with the inpatient consultative team and see patients throughout the hospital from all disciplines of medicine assisting in symptom management, advanced care planning, and hospice. In addi-tion at VUMC, students will have the opportunity to rotate on the inpatient palliative care unit. At Alive Hospice, they will accompany members of the IDT on home visits and learn more about their various roles in end of life care. In addition, students will spend time on the inpatient hospice units. The medical director for palliative care at Vanderbilt University will supervise and evaluate the students on the basis of the six clinical core competencies as delineated by the ACGME. Creative structuring will allow students to make modifications to the rotation to meet individual needs. Prerequisite: Preclinical curriculum. Fourth year.

MED 5737. Palliative Care: Hospice. This semester-long elective for first- and second-year students provides the opportunity to spend time at Alive Hospice, under the direction of the medical director, rounding in their inpatient hospice residence (a free standing, independent, thirty-bed hos-pice facility). Students will be exposed to a variety of patients (age, cancer and non-cancer diagnoses, AIDS, differing symptom management chal-lenges, etc.), and will have the opportunity to interact with patients, fami-lies, and interdisciplinary staff. It is intended to expose the student to this specific paradigm of care at the end of life, enhancing awareness of the reality of the dying process, the importance of hospice philosophy, and the integration of an interdisciplinary team concept, and to provide a "take home" symptom management protocol. Students will develop a deeper skill in communication and benefit from the continuity of understanding end of life issues and symptom management. First and second year.

MED 5740. Clerkship in Pulmonary Consultation. This course consists of seeing all pulmonary consultations at VU Hospital, presenting the cases to conferences and rounds, participating in pulmonary laboratory testing, fiberoptic bronchoscopy, and pleural biopsy procedures, and attending joint pulmonary conferences. Prerequisite: Medicine 5020. Fourth year.

MED 5760. Clerkship in Rheumatology. Time will be spent primarily in Rheumatology clinic at The Vanderbilt Clinic and the VA Hospital. Stu-dents will have an opportunity to be involved in the consultation from the hospital with the rheumatology team at VUMC and VAH. Students will

have an exposure to several clinics with different rheumatologists each day, and they will observe patient evaluations and treatments. Materials for study will be given. There will be an expectation from a student to perform patient assessment especially in terms of history taking and physical ex-amination focusing in rheumatology. Students will have an opportunity to attend all rheumatology conferences, in both clinical and research meet-ings. Prerequisite: Preclinical curriculum. Fourth year.

MED 5770. Clerkship in Clinical Endocrinology. This elective is de-signed to afford students an intensive experience with both inpatients and ambulatory patients. The student will be a member of the inpatient endo-crine consultation team, which consists of an endocrinology staff physi-cian, a fellow, and residents. Students will work up assigned patients, dis-cuss them with other members of the team, and follow them throughout hospitalization. The focus will be on diagnostic and therapeutic decision making for hospitalized patients. In addition, the student will attend a va-riety of endocrine and diabetes clinics, including clinics with special em-phasis on pituitary disorders, thyroid-parathyroid disease, and ambulatory diabetes management. Prerequisite: Medicine 5020. Fourth year.

MED 5780. Subinternship in Medical Oncology. This subinternship will provide the student with a broad overview of clinical oncology. Inpa-tient exposure will be centered at Vanderbilt Hospital, where the student will assist the oncology fellow in the evaluation of new oncology service admissions and new consultations. The student will make morning rounds and present new cases to the oncology attending. In addition to inpatient exposure, the student will attend two to three outpatient clinics per week and see patients with the oncology attendings. During the rotation, the student will also attend the Division of Oncology conferences at Vanderbilt. Prerequisite: Medicine 5020. Fourth year.

MED 5785. Subinternship in Hematology-Oncology. The student will function alongside interns the primary caretaker for up to 5 patients on the malignant hematology service. S/he will perform histories and physicals and formulate plans for those patients with the advice and assistance of other members of the team. The patients are usually complex with prob-lems in multiple organ systems. The student will become familiar with the common hematologic malignancies and their management, in particular AML, ALL, aggressive lymphoma, and myeloma. Management issues in-cluding pain control, management of mucositis, and empiric coverage of neutropenic fever will be emphasized. Clinical trial design and execution will be discussed.

MED 5790. Clerkship: Clinical Dermatology. This elective will be cen-tered on teaching in the out-patient setting with direct faculty interaction. The location of clinic assignments will be in the VU Dermatology Clinic at Vanderbilt One Hundred Oaks, the Nashville VA Hospital, and the VU pedi-atric dermatology clinic in the Vanderbilt Doctors' Office Tower. There will be participation in weekly conferences specifically for the rotators on the clerkship. The didactic lectures during the month will focus on the identi-fication, treatment, and management of common dermatologic diseases. The clinical experience will reinforce the lectures plus give insight into the role of the dermatologist as a consultant for less common and difficult to treat conditions. Rotations in July require special permission. Fourth year.

MED 5820. Spirituality in Medicine. Weekly one-hour meetings with journal club format. Articles will represent diverse faiths and points of view. Goals will be to develop broad-based, universal definition of spirituality and to explore the impact of spirituality in health, disease, and treatment. Also will discuss death, dying, and diversity issues. First and second year.

MED 5825. Clerkship in Medical Ethics. This course offers an op-portunity to create an individualized learning experience in medical ethics. Activities during the four-week elective may include directed readings, re-search, and participation in ethics consultations, as well as attendance at relevant lectures and case conferences. A final project will be required for presentation to the members of the Center for Biomedical Ethics and So-ciety. Approval required. An individualized learning plan must be submit-ted at least one month prior to the start of the month's rotation. Available September, November, January, February, and April. Fourth year.

MED 5910. Preceptorship at Siloam Family Health Center. The ob-jective of this elective is to expose second-year medical students to clini-cal health care at a community clinic. Students will visit the Siloam Family

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Health Center once a week during its hours of operation (Monday, 6:00-8:00 p.m., Thursday, 6:00-8:00 p.m., or Saturday, 10:00 a.m.-noon). Dur-ing their visits, students will shadow a physician. They may also have the opportunity to help in history taking and physical diagnosis. Second year. Prerequisite: Completion of first-year curriculum.

MED 5930. Clerkship in Health Promotion. Monthly elective for one student interested in health education and health promotion in clinical and outpatient programs. The student will observe and participate in the Car-diac and Pulmonary Rehabilitation Programs at the Dayani Center. Ad-ditionally, the student may elect to spend a portion of this elective in the areas of smoking cessation, behavioral health, nutrition, exercise science, or corporate health. An overview of each area not chosen will be pro-vided. Students are expected to spend approximately half of their time in research related to the measurement of clinical outcomes within the rehabilitation program. The format of the clerkship will include lectures, case discussions, readings, and direct patient contact. A mentor, through a multidisciplinary approach, will guide the student to health promotion. To personalize the experience, students will receive their own fitness as-sessments, nutritional counseling, stress assessments, and free use of the Dayani Center facilities during the clerkship month. Students will be involved in a one-day a week clinic at Vanderbilt Heart and Vascular Insti-tute under the direction of a physician. In addition, students will be trained weekly in EKG interpretation by co-supervising 12-lead exercise tests with Dayani staff. It is advised that students contact the course instructor prior to clerkship. Prerequisite: Preclinical curriculum. Fourth year. Not offered in December.

MED 5940. Rheumatology Clinical Research. Students will be given a topic within a long-term data base of patients with rheumatic disease for intensive investigation during a one-month period. The student will be ex-pected to acquire skills in outcome research. The possibility of participat-ing in this elective for two months may be considered. Requires a Special Study Research Petition. Fourth year.

MED 5960. Clerkship in Clinical Hematology. For one month, the student will participate in the daily clinics of the hematology service. Ad-ditionally there is an opportunity to attend the rounds of the malignant hematology service and/or the benign hematology service at Vanderbilt University Hospital. The student will be able to attend clinical conferences. This clinical elective is designed to provide a broad in-depth exposure to both benign and malignant hematology under the direct supervision of the hematology faculty. Prerequisite: Medicine 5020. Fourth year.

MED 5970. Fundamentals of Quality Improvement Full-Year Elec-tive. The Fundamentals of Quality Improvement (QI) in Health Care full-year elective provides senior students with an opportunity to gain foundational knowledge of QI and patient safety principles in health care. Students will participate in an elective course offered to students from the schools of Medicine, Management, Nursing, and Education that runs weekly from January through April. The course will challenge students to think in an in-terdisciplinary manner about models and team-building strategies for lead-ing QI initiatives in a variety of organizational settings. Students will form interdisciplinary teams to complete a final group project. Students will also complete the IHI Open School online certificate. Fourth year.

MED 6100. Special Clinical Study—Vanderbilt. Each student arranges an independent study with a mentor and completes a period of clinical work. Approval required.

MED 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

MED 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

MED 7100. Special Clinical Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

MED 7150. Special Research Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.

Microbiology and ImmunologyMICR 5020. Microbiology and Immunology. This course provides a comprehensive course of microbiology and immunology encompassing the molecular cell biology of microbial agents and the immune system, review of pathogenic bacteria, viruses, fungi, protozoa, and parasites. The course consists of lectures, conferences, and laboratory sessions and problem-based small group discussions focused on different pathogen-host relationships. Required First Year.

MICR 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

MICR 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

NeurologyNEUR 5020. Neurology Core Clerkship. The rotating students of the third-year class are alternately assigned to two 2-week (total=4 weeks) ro-tating blocks of clinical neurology inpatient and outpatient experience. Stu-dents are given direct responsibility for the evaluation and care of patients under the supervision of house staff and faculty. This exposure is intended to provide the students with an approach to patients with diseases of the central, peripheral, and autonomic nervous systems and skeletal muscles. At the end of the rotation, students will take the NBME exam. Departmen-tal recognition is given to the highest NBME score. Exposures to other ar-eas of neurology can be arranged; talk to the clerkship director. Third year

NEUR 5310. Neurosciences in Clinical Care. The overall goal of this elective is to have students apply their knowledge of anatomy, physiol-ogy, and pharmacology to the presentation and management of com-mon neurological disorders. The students will have dedicated orientation and didactic sessions to review their experience and knowledge. Each will have a set of self-study exercises which will be reviewed with their dedicated mentor. Students will participate as active team members in several settings including the neuro care unit (NCU) and in the operat-ing rooms with the neuro anesthesia and surgical teams. At the end of the two-week rotation, the students will demonstrate a focused history and physical exam of a neurological patient. They will be able to state the pathophysiology of the most common presenting neurological condi-tions such as raised intracranial pressure, seizures, or strokes including common methods of diagnosis. They will be able to present the patient and, based on their knowledge of CNS physiology, formulate a basic plan for medical or surgical management. In addition, students will understand how the care of these patients (nursing, monitoring, and pharmacology) differs from other medical conditions and the role of each specialty in the care of these patients.

NEUR 5315. Movement Disorders and Deep Brain Stimulation. The overall goal of this elective is to immerse students in the evaluation and treatment of patients with movement disorders. Students will spend time with these unique patients from diagnosis to advanced stages. The elec-tive will include brief didactics on the most commonly followed disorders including Parkinson¿s disease and Essential Tremor. Clinical time will be spent in the Neurology clinic diagnosing and medically treating patients. Students will be involved in the selection of patients for surgical interven-tion. In the operating room, student will participate in all stages of deep brain stimulation (DBS) surgery from the Neurology, Neurosurgery, and Neurophysiology perspectives. Students will assist with post-operative DBS programming. Additional time will be spent working closely with Nuerosurgery in planning surgeries. Students may also attend the multi-disciplinary DBS conference which occurs once a month. At the end of the two-week rotation, the student will feel confident in the presentation, examination, diagnosis, and treatment options for patients with movement disorders. Students will be expected to demonstrate a focused history and neurologically focused physical exam and will be able to articulate the indication for DBS, expected benefit, and potential risks.

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NEUR 5611. Neurology Consultation Service, VAH. Students are as-signed to the consultation service where they are responsible for working up and following patients under the supervision of the Veterans Admin-istration Hospital chief neurology resident and faculty. This rotation pro-vides the student with opportunities to evaluate patients with neurologic complications of medical, surgical, and psychiatric disease. Prerequisite: Neurology 5020. Fourth year.

NEUR 5612. Clerkship in Neurology. Senior students will evaluate neu-rological consultations at VU Hospital and The Vanderbilt Clinic under the supervision of residents and faculty. Opportunities to participate in EEG, EMG, ultrasound, sleep studies, botox injections, and others are available upon request. Prerequisite: Neurology 5020. Fourth year.

NEUR 5613. Clerkship in Pediatric Neurology. Senior students will evaluate neurological consultations at VU Hospital and participate in pedi-atric neurology outpatient clinics at Vanderbilt Children's Hospital. Prereq-uisite: Pediatrics 5020, Neurology 5020. Fourth year.

NEUR 5614. Clinical Neuro-oncology. Students will see consults and admissions to VUH and VAMC with cancer of the nervous system and neurological complications of cancer. They will also attend pediatric neu-ro-oncology clinic one morning per week and will have the opportunity to follow neurosurgical neuro-oncology patients before, during, and after surgery. Prerequisite: Neurology 5020. Fourth year.

NEUR 5620. Subinternship in Stroke. This is a four-week rotation in which the student will take supervised primary care of 5-6 patients on the VUMC Stroke Service, reporting directly to the resident and attending. The student will also have an opportunity to see stroke patients at the Vander-bilt Stallworth Rehabilitation Hospital and in stroke outpatient clinics. The rotation also includes participation in stroke research protocols, learning about diagnostic procedures such as MRI and CT imaging, carotid and transcranial Doppler ultrasound studies, and other laboratory tests. Pre-requisities: Neurology 5020, Medicine 5020. Fourth year.

NEUR 5655. Subinternship in Neurocritical Care. The comprehensive and collaborative care of a wide range of critically ill patients that have primarily life- or organ-threatening diseases or injuries to the brain, spi-nal cord, peripheral nerves, or muscles. There will be exposure to a wide range of medical and surgical clinical problems such as hypertension, vas-cular disease, respiratory dysfunction, fluids and electrolytes, acid-base, COPD, diabetes mellitus and insipidus, myocardial dysfunction, cardiac dysrhythmias, pancreatitis, end-of-life care, infectious issues, airway man-agement, ICU pharmacology, etc. There will be exposure to the standard, pertinent, and evidence-based issues relevant to intensive care manage-ment. These may include mechanical ventilation, vascular cannulations, point-of-care ultrasonography, resuscitation, neuroprotection, nutritional issues, etc. The opportunity to go to the OR with the assigned patients, for their neurosurgery and/or anesthesiology is available and encouraged. The students will have all associated clinical responsibilities and will partici-pate in all the usual house-staff (interns, residents, and fellows) activities, including procedures, lectures (including the monthly ethics rounds), pa-tient care, diagnosis, and management. Students are expected to attend the Fundamentals of Critical Care Support course (FCCS) lectures and take the exam for FCCS certification at the end of the rotation. 100 per-cent commitment is required. No overnight call, but may need to stay late. One day off per week. Satisfies the surgical subinternship requirement. Prerequisite: Third year core clerkships. Fourth year.

NEUR 6100. Special Clinical Study—Vanderbilt. Each student arrang-es an independent study with a mentor and completes a period of clinical work. Approval required.

NEUR 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

NEUR 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

NEUR 7100. Clinical Study—Non-VU. Each student arranges an inde-pendent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

NEUR 7150. Special Research Study—Non-VU. Each student ar-ranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.

Non-Medical StudiesNMED 6200. Special Study—Pre-Clinical. Students who are approved to take a course in another school at Vanderbilt are registered for a non-medical elective credit. Approval required. First and second year.

Obstetrics and GynecologyOBGN 5020. Obstetrics-Gynecology Core Clerkship. Each member of the third-year class is assigned to the obstetrics and gynecology service for five-and-one-half weeks. Vanderbilt University Hospital. Each student will spend two-and-one-half weeks on the obstetrical rotation. While on the maternal-fetal service this will include daily attending rounds and in-volvement with the maternal-transport service. Students will also be as-signed to the perinatal group practice service. In addition to being involved on labor and delivery, students will help manage obstetric patients who are followed in the Vanderbilt Clinic. Each student will spend two-and-one-half weeks on gynecology. Each student will spend one-half day per week in continuity clinic, one-half day in colposcopy clinic, and one-half day in clinical transaction project. Daily teaching rounds are conducted by the GYN oncologists. The general gynecology service provides exposure to the medical and surgical management of patients seen at the Gynecology Clinic. The two-week rotation at Baptist Hospital provides excellent ex-posure to operative gynecology and to gynecology in the private practice setting. In addition, students are encouraged to observe surgical cases performed by the reproductive endocrinology service. The five-and-one-half-weeks rotation provides a broad based introduction to the discipline of obstetrics and gynecology. Included in the rotation is a lecture series given by the faculty covering general obstetrics, high-risk obstetrics, gy-necologic oncology, reproductive endocrinology, and general gynecology.

OBGN 5425. Reproductive Health and Sexuality. This course is intend-ed to give students a broad overview of reproductive health issues. Topics will include sexual function and dysfunction, contraception, infertility, STDs, sexual differentiation, ethics, and medico-legal issues. Classes will generally consist of interactive lectures and case discussions. This course needs a minimum of five students to be offered. First and second year.

OBGN 5620. Clerkship in Maternal/Fetal Medicine. During this rota-tion, the student receives advanced training in high-risk obstetrics at the student level. Students help to direct both the antepartum and postpar-tum care of several complications of pregnancy, including preterm labor, PPROM, and pregnancy-induced hypertension. By the end of the rotation, the student should be familiar with the main complications of pregnancies, be confident in delivering directed and concise patient assessments and treatment plans, and have mastered the mechanisms of normal labor and delivery. Specific learning activities include daily morning obstetrical teach-ing rounds; attendance in obstetrical clinic, with additional time spent in diabetic clinic, obstetrical ultrasound clinic, and the clinics of several MFM attendings; weekly fetal monitor conference; bimonthly obstetrical ultra-sound conference; and overnight call on labor and delivery suite. Learning resources include one-on-one interactions with the obstetrical house staff and attendings access to current obstetrical texts and journals, and teach-ing conferences. Prerequisite: OBGN 5020. Fourth year.

OBGN 5620. Subinternship in Maternal Fetal Medicine. During this rotation, the student receives advanced training in high-risk obstetrics at the student level. Students help to direct both the antepartum and postpar-tum care of several complications of pregnancy, including preterm labor, PPROM, and pregnancy-induced hypertension. By the end of the rotation, the student should be familiar with the main complications of pregnancies, be confident in delivering directed and concise patient assessments and treatment plans, and have mastered the mechanisms of normal labor and delivery. Specific learning activities include daily morning obstetrical teach-ing rounds; attendance in obstetrical clinic, with additional time spent in diabetic clinic, obstetrical ultrasound clinic, and the clinics of several MFM

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attendings; weekly fetal monitor conference; bimonthly obstetrical ultra-sound conference; and overnight call on labor and delivery suite. Learn-ing resources include one-on-one interactions with the obstetrical house staff and attendings, access to current obstetrical texts and journals, and teaching conferences. Prerequisite: OBGN 5020. Fourth year.

OBGN 5640. Clerkship in Reproductive Endocrinology and Infertil-ity. During this rotation, the student receives training in the management of gynecologic endocrine and infertility patients. The student participates in the evaluation and management of women with gynecologic endocrinolo-gy problems and the infertile couple, including hysterosalpingography and sonohysterography, and assists in their operative care, which includes experience in advanced laparoscopic techniques. By the end of the rota-tion, the student should be familiar with the diagnosis, evaluation, and treatment of the common causes of infertility, and the evaluation of other gynecologic endocrine disorders. Specific learning activities include atten-dance in the REI Clinic and patient management discussion; assistance with the operative cases of the service, with attention paid to the preop-erative evaluation, as well as the postoperative management; observation of vaginal ultrasound, including follicular monitoring associated with ovar-ian stimulation; and attendance at the weekly reproductive endocrinology and infertility seminar. Prerequisite: OBGN 5020. Fourth year.

OBGN 5645. Subinternship in Benign Gynecology. During the rota-tion, the student will receive both didactic and clinical training, as well as practical experience in the diagnosis and management of a breadth of am-bulatory and surgical gynecologic problems. The student will participate in office and preoperative evaluation, in addition to ambulatory and surgical management of patients. The student will be expected to attend didactic lectures and seminars of the ob-gyn department and prepare a presenta-tion on a topic of interest to be determined in consultation with one of the attending faculty. Prerequisite: OBGN 5020. Fourth year.

OBGN 5650. Subinternship in Gynecologic Oncology. During this ro-tation, the student receives training in the management of gynecologic on-cology patients. The student participates in the evaluation and treatment of patients, gaining experience in surgery, colposcopy, pathology, chemo-therapy, and radiation techniques. By the end of the rotation, the student should be familiar with the staging of different gynecologic malignancies, common treatment modalities, and important prognostic factors affecting survival. In addition, the student will be exposed to the immediate post-operative care of the acutely ill patient. Specific learning activities include pre- and postoperative care of the oncology surgical patient; assistance in the operative cases on the service; and attendance in the private clinics of the oncology attending. Prerequisite: OBGN 5020. Fourth year.

OBGN 5660. Subinternship in Urogynecology: Female Pelvic Medi-cine and Surgery. During this rotation, the student receives training and practical experience in the diagnosis and management of pelvic floor de-fects and dysfunctions. The student will participate in preoperative evalu-ation, surgery, and postoperative follow-up of operative cases. In addition, there will be exposure to conservation treatment including pelvic floor re-habilitation and insertion/management of pessaries. History and physician exam of pelvic floor defects are also emphasized. Prerequisite: OBGN 5020, Medicine 5020, Surgery 5020. Fourth year.

OBGN 6100. Special Clinical Study—Vanderbilt. Each student arrang-es an independent study with a mentor and completes a period of clinical work. Approval required.

OBGN 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

OBGN 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required. First and second year.

OBGN 7100. Special Clinical Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

OBGN 7150. Special Research Study—Non-VU. Each student ar-ranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.

Ophthalmology and Visual SciencesOPH 5260. The Eye as a Sentinel of Systemic Disease. Virtually ev-ery systemic disorder can result in ocular manifestations. Regardless of area of specialization, physicians will encounter patients with eye com-plaints. Distinguishing between benign conditions and those eye signs which herald serious systemic disease can be critical. This elective will be structured as a problem-based approach in which students participate in the differential diagnosis. The course will also familiarize the student with the distinguishing features of many eye disorders. Following the course, students will be able to recognize common ophthalmic conditions and understand the significance of many visual symptoms and eye findings. First and second year.

OPH 5320. Introduction to Ophthalmology. Students will join a team of attending and resident physicians on the Ophthalmology service at Vanderbilt Hospital. Ophthalmology involves working as a consultant and primary care physician to patients both in the hospital and in the clinics. Reasons for consultation requests vary, but common requests include retinal disease, glaucoma, infectious diseases, trauma, and congenital anomalies. There will be six choices of subspecialty services on which the student may rotate over the two weeks. These include retina, glaucoma, cornea, oculoplastics, neuro-ophthalmology/consults, and pediatrics. At the conclusion of the two-week elective, students will be able to take an ophthalmology history and physical examination, arrive at a diagnosis, and understand treatment plans. Additionally, students will have familiarity with evidence-based approaches to care and the role of an ophthalmology surgeon in a teaching hospital.

OPH 5610. Clerkship in Ophthalmology. An intensive clinical experi-ence in ophthalmology which includes inpatient, outpatient, and operating room assignments. There is one-to-one supervision by the resident staff and Ophthalmology Department staff. At the completion of this clerkship, the student should have mastered all basic ophthalmologic exam tech-niques including visual acuity, external exam, slit lamp examination, oph-thalmoscopy, and visual fields. Students must receive pre-approval from the Department of Ophthalmology for this clerkship in July, August, and September. Prerequisite: Surgery 5020. Fourth year.

OPH 5630. Clerkship in Community Ophthalmology (Oculoplastic Based). This course introduces students to community based ophthal-mology through community oculoplastic practice and association with other community practices covering all aspects of ophthalmology. The oculoplastic base allows students a one-on-one opportunity to directly participate in patient care enhancing competence such as fine suture technique of face and eyelids, interpretation of orbital imaging studies such as MRI and CT, and the recognition of significant histopathology of orbit and eyelid lesions. The course has flexibility for exposure to commu-nity practice in other areas of ophthalmology such as cataract, refractive, retinal, and glaucoma. The course combines close integration and partici-pation of the student in the oculoplastic team with opportunity to develop competency examination skill sets beyond basic medical student level to include slit lamp examination, indirect ophthalmoscopy, and basic refrac-tion -- general skills required in the practice of oculoplastic surgery. Pre-requisite: Surgery 5020, OPH 5610. Pre-approval required. Fourth year.

OPH 6100. Special Clinical Study—Vanderbilt. Each student arranges an independent study with a mentor and completes a period of clinical work. Approval required.

OPH 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

OPH 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required. First and second year.

OPH 7100. Special Clinical Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

OPH 7150. Special Research Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.

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Orthopaedic Surgery and RehabilitationORTH 5130. Subspecialty Clinics in Orthopaedic Surgery. This course offers the student an opportunity to rotate through the various orthopaedic clinics. Eight to nine clinic meetings per week are required. Prerequisite: Surgery 5020.

ORTH 5325. Pediatric Sports Medicine. Students will spend time with various attendings in the pediatric orthopaedic, sports medicine, and ad-olescent clinics at Vanderbilt. They will also attend the sports medicine fellows lecture series and a sports event if available during the rotation. They will be expected to read Hoppenfeld's text—Physical Exam of the Spine and Extremities. Upon completion of the rotation, the students will be expected to understand the diagnosis and management of pediatric fractures, concussion, and overuse injuries. Students will perform a physi-cal exam of the spine and extremities.

ORTH 5611. Subinternship in Foot and Ankle Orthopaedic Surgery. The student will be asked to evaluate patients with foot and ankle disor-ders in both inpatient and outpatient settings. The student will be expect-ed to participate in preoperative and postoperative patient evaluation and management, as well as surgical management. At the conclusion of the rotation, the student should have an in-depth understanding of arthritis, foot and ankle fractures, sports medicine of the foot and ankle, and com-mon deformities. Orthotic and pedorthic management will also be taught. Prerequisite: Surgery 5020. Fourth year.

ORTH 5612. Subinternship in Adult Hand Orthopaedic Surgery. The course provides hands-on exposure to adult hand surgery. The student will be able to integrate medical and surgical knowledge in the care of pa-tients with congenital hand deformities and musculoskeletal hand injuries in both inpatient and outpatient settings. Emphasis will be placed on initial evaluation, preoperative and postoperative management. Prerequisite: Surgery 5020. Fourth year.

ORTH 5613. Subinternship in Orthopaedic Oncology. The course provides hands-on exposure to musculoskeletal oncology and adult or-thopaedics. The student will be able to integrate medical and surgical knowledge in the care of orthopaedic patients, in both inpatient and out-patient settings. Prerequisite: Surgery 5020. Fourth year.

ORTH 5614. Subinternship in Pediatric Orthopaedic Surgery. This course will provide the student with experience assessing and manag-ing pediatric orthopaedic surgical patients. Emphasis will be placed on pertinent history taking, evaluation of the child, and decision making and treatment in both inpatient and outpatient settings. Prerequisite: Surgery 5020. Fourth year.

ORTH 5615. Subinternship in Reconstructive Orthopaedic Surgery. The course provides hands-on exposure to adult reconstructive surgery. The student will be able to integrate surgical knowledge in the care of orthopaedic patients in both the inpatient and outpatient settings. Prereq-uisite: Surgery 5020. Fourth year.

ORTH 5617. Subinternship in Adult Spine Orthopaedic Surgery. The student will be asked to integrate medical and surgical knowledge in the care of patients with spine-related deformities and injuries in the hospital and outpatient clinics. Students will receive an introduction to outpatient assessment and inpatient management of individuals with a wide variety of spinal disorders. The course is designed to provide a proper assess-ment of patients with neck and low back pain, as well as spinal injuries with neurological involvement. The student will be expected to participate actively in the emergent, preoperative, surgical, postoperative hospital, and outpatient diagnostic and therapeutic care of orthopaedic patients. Prerequisite: Medicine 5020, Surgery 5020. Fourth year.

ORTH 5618. Subinternship in Sports Medicine. The course is de-signed to provide hands on exposure to orthopaedic sports medicine. The student will be asked to integrate medical and surgical knowledge in the care of patients with sports-related injuries in the hospital and outpatient clinics. Participation in patient care will be defined by the chief resident. The student will be expected to participate aggressively in the emergent, preoperative, surgical, postoperative hospital, and outpatient diagnostic and therapeutic care of sports medicine patients, athletic injuries, and all injuries of the knee and shoulder. Prerequisite: Surgery 5020. Fourth year.

ORTH 5619. Subinternship in Adult Orthopaedic Trauma. The course is designed to provide hands-on exposure to orthopaedic traumatology. The student will be asked to integrate medical and surgical knowledge in the care of trauma victims and musculoskeletal injuries in the hospital and outpatient clinics. Participation in patient care will be defined by the chief resident. The student will be expected to participate aggressively in the emergent, preoperative, surgical, postoperative hospital, and outpa-tient diagnostic and therapeutic care of orthopaedic patients. Prerequisite: Medicine 5020, Surgery 5020. Fourth year.

ORTH 5620. Primary Care Orthopaedics. This course is designed to provide students interested in primary care or non-surgical specialties with an in-depth experience in adult musculoskeletal disease. Focusing pri-marily on the examination and evaluation of patients with musculoskeletal problems, the student will rotate through general and specialty orthopae-dic clinics and participate in the evaluation and treatment of acute ortho-paedic trauma in the emergency room. Participation in daily orthopaedic conferences and teaching rounds will broaden the scope of the student's exposure to orthopaedic surgery. The presentation of a case-focused conference at the conclusion of the rotation will be expected of each stu-dent. This course is not recommended for those intending to pursue a career in orthopaedic surgery. Prerequisite: Surgery 5020. Fourth year.

ORTH 5625. Subinternship in General Adult Orthopaedics, VAH. This course is based in the Veterans Administration Hospital and provides a wide exposure to in-patient and out-patient orthopaedic surgery rang-ing from trauma and sports medicine to reconstruction. The student is expected to integrate book knowledge with patient care. A tremendous hands-on experience is available to a host of musculoskeletal pathology. Prerequisite: Surgery 5020. Fourth year.

ORTH 6100. Special Clinical Study—Vanderbilt. Each student arrang-es an independent study with a mentor and completes a period of clinical work. Approval required.

ORTH 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

ORTH 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

ORTH 7100. Special Clinical Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

ORTH 7150. Special Research Study—Non-VU. Each student arrang-es an independent study with a mentor and completes a research project away from Vanderbilt. Approval required.

OtolaryngologyOTO 5310. Introduction to Otolaryngology. Students will join the at-tendings, fellows, and residents on the Head and Neck Division of the Department of Otolaryngology. This service provides surgical care for pa-tients with benign and malignant tumors of the head and neck, including tumor resection and reconstruction, as well as airway reconstruction. It is a busy service which carries the largest inpatient census in our depart-ment. Students will see patients in the office and hospital setting, intra-operatively and post-operatively. Students will also have the opportunity to work with our speech pathologists and physical therapists as well. Stu-dents will participate in our weekly multi-disciplinary tumor board to bet-ter understand both surgical and non-surgical management of head and neck tumors. At the conclusion of the two weeks, students will be able to take a directed history, perform a basic head and neck examination, and observe and understand the basic surgical approaches to tumors of the head and neck. They will also understand basic reconstructive options for head and neck defects. Most importantly, they will understand the multi-disciplinary approach to patients with head and neck cancers.

OTO 5315. Introduction to Laryngology. The human larynx is a very complex instrument and one that enables us to communicate with each other through speaking and song, as well as protecting our airway from

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aspiration during deglutition. We recognize each other through our voices and our unique, individual sound helps to define who we are. Technologi-cal advances allow us to study the larynx real time in the office and help us to offer patients highly specialized, individualized treatments based on the results of these studies. In this two-week elective, students will participate in the management of patients with disorders affecting the larynx and upper aerodigestive tract, including dysphonia, breathing difficulties, and dyspha-gia. Students will work with a team of the attending, fellow, and resident physicians from the Vanderbilt Voice Center in both clinic and operating room settings. In the clinic, students will learn the specialized evaluation of the patient with a vocal, breathing, or swallowing complaint. Diagnosis and treatment of common laryngological disorders will be presented and discussed. The student will also interact with and observe the voice speech and language pathologists and vocal pedagogues that complete the mul-tidisciplinary team of the Voice Center. These practitioners provide both diagnostic support and behavioral treatment for patients. Students will be exposed to diagnostic procedures, specifically indirect laryngoscopy and laryngeal videostroboscopy. In the operating room, students will observe endoscopic treatment of a variety of common laryngeal, upper airway, and esophageal disorders. These disorders may include benign vocal fold le-sions, vocal fold paralysis, upper airway stenosis, and cervical esophageal stenosis. At the conclusion of the two-week rotation, students will be able to take a specialized laryngological history; perform a complete head and neck examination; discuss common disorders affecting the larynx, upper airway, and cervical esophagus; and describe the treatment of common disorders affecting the larynx, upper airway, and cervical esophagus.

OTO 5325. Clinical Rhinology. In this elective, students will have the op-portunity to learn about nasal and sinus disorders and their relationship to diseases of the respiratory tract. Students will learn the pathophysiology of sinus disease and how nasal and sinus anatomy interact with allergy and other immunological diseases to affect the entire airway. The students will also learn how nasal anatomy affects patients in their ability to function in everyday life. The students will accompany the surgeon to the operating room to observe how endoscopic sinus surgery is performed. The elective will also include benign and malignant diseases of the sinuses and skull base. Students will focus on the anatomy of the skull base and the various pathologies seen clinically. Students will spend time with the skull base surgeon in both a clinical setting and the operating suite. Students will fol-low the patient from the time of surgery to the first post-operative appoint-ment. In the clinics, students will learn about nasal and sinus endoscopy; CT and MR scans of the paranasal sinuses and skull base; physiology and bacteriology of the nose and sinuses and the close relationship with the lungs and pulmonary function; and medications available to treat nasal and sinus disorders. Students will also observe the allergist/immunolo-gist. At the end of the two-week rotation, students will be knowledgeable of the common presenting symptoms of nasal and sinus disorders, and the anatomy and pathophysiology of nasal, sinus, and skull base disease. They will be able to read sinus CT and MR scans, and will be able to pres-ent a case concerning the presenting symptoms and diagnostic factors of a case and the available treatment paradigms.

OTO 5335. Introduction to Neurotologic Surgery. Neurotology is a subspecialty of otolaryngology (ENT) that deals with the evaluation and treatment of disorders of the ear, including adult and pediatric hearing loss, intracranial tumors, vertigo, facial nerve disorders, and complex infections of the ear. The specialty is multi-disciplinary and interacts frequently with other otolaryngology specialists and faculty and staff in neurosurgery, neurology, audiology, speech and language pathology, deaf education, physical therapy, and others. Students will participate in all aspects of the diagnosis and management of patients with neurotologic disorders. In the operating room students will be able to participate in and observe complex procedures such as cochlear implants, acoustic neuroma sur-gery, tympanic membrane reconstruction, stapedectomy, mastoidectomy and eradication of the ear, and vestibular surgery. Students will participate as members of our cochlear implant team, learning basic and advanced audiologic testing, cochlear implant evaluations, team assessment and in-tegration, surgery, and post cochlear implant evaluation. Students will be able to participate in the activation of the cochlear implant, seeing adults and children hear for the first time. At the conclusion of the two -week rotation, students will be able to perform a specialized ear history and

complex head, neck, and neurotology exams. They will be familiar with the disorders of the ear, including infections, hearing loss, vertigo, tin-nitus, and intracranial tumors of the ear including meningioma, acoustic neuroma, and facial nerve disorders; the systems based practice involving multi-disciplinary care of neurotologic disorders, including working with the cochlear implant and surgical teams; surgical procedures involved with treating patients with complex otologic disorders; and the appropri-ate surgical set up, procedure, and equipment.

OTO 5340. Introduction to Facial Plastic and Reconstructive Surgery. Facial plastic and reconstructive surgery is an integral part of the training in Otolaryngology-Head and Neck Surgery. The face is the cornerstone of a person’s identity. Facial expression implies a revelation about the charac-teristics of a person, a message about something internal to the expresser. The goal of facial plastic and reconstructive surgery is to restore, maintain, or enhance a patient’s facial appearance. Students will participate in the management of patients with disorders affecting the face. Students will work with both attending and resident physicians from the division of Fa-cial Plastic Surgery in both the clinic and the operating room. In the clinic, students will learn the specialized evaluation of the patient with congenital, malignant, traumatic, and medical conditions affecting various components of the face. Diagnosis and treatment of common facial disorders will be presented and discussed. Considerations of facial aesthetics will also be reviewed. In the operating room, students will observe treatment of a variety of common nasal, auricular and cutaneous disorders. These disorders may include facial fractures, nasal deformities, facial defects, and facial paraly-sis. At the conclusion of the two-week rotation, students should be able to take a specialized history pertinent to facial deformities; perform a complete head and neck examination; discuss common disorders affecting the nose, external ears, eyelids, lips, and facial skin; and describe the treatment op-tions of common disorders amenable to facial plastic surgery.

OTO 5950. Laryngology . This course is an elective in otolaryngology fo-cusing on problems with the voice, airway and swallowing. It is based out of the Vanderbilt Voice Center and includes participating in the clinical and surgical management of patients with disorders affecting the larynx and the upper aerodigestive tract. Students will spend time in the voice center clinics with a staff laryngologist, learning the specialized evaluation of the voice and swallowing patient. This would include hands-on experience with laryngeal videostroboscopy. Students would also learn the specifics of the standard otolaryngology head and neck examination. Other mem-bers of the elective faculty include voice scientists and speech language pathologists who regularly perform voice evaluations and therapy for our patients. Significant time would also be spent in the operating room learn-ing endoscopic management of laryngeal pathology and airway disorders as well as the surgical management of vocal fold paralysis. Prerequisites: Surgery 5020. Fourth year.

OTO 5970. Subinternship in Otolaryngology. Students will work with the otolaryngology staff and residents on the otolaryngology service at Vanderbilt University Hospital participating in the diagnosis and treatment of patients with otolaryngologic and head and neck diseases. Attendance at the weekly otolaryngology grand rounds is mandatory. Prerequisite: Surgery 5020. Fourth year.

OTO 6100. Special Clinical Study—Vanderbilt. Each student arranges an independent study with a mentor and completes a period of clinical work. Approval required.

OTO 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

OTO 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

OTO 7100. Special Clinical Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

OTO 7150. Special Research Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.

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PathologyPATH 5610. Clerkship in Autopsy Pathology. The student will assist in post-mortem examination with the full-time staff and will correlate the clini-cal and pathological features in an attempt to understand the pathogenesis of the fatal disease processes. Recommended for students considering residencies in pathology. Prerequisite: Preclinical curriculum. Fourth year.

PATH 5620. Clerkship in Surgical Pathology. The experience will in-clude the Surgical Pathology areas in both Vanderbilt University Hospital and Monroe Carell Jr. Children's Hospital at Vanderbilt. The student will work with the surgical pathology faculty, fellows, and residents in evaluat-ing gross and microscopic material from current cases. Emphasis will be placed on introducing the student to the relationship that surgical patholo-gists maintain with clinical colleagues in caring for patients. In this elective, there will be opportunity to see medical biopsies and larger specimens from most surgical specialties. Appropriate short research projects will be available for the interested student. Opportunities exist for the student to work in Cytology and subspecialty areas also, depending on interest. Prerequisite: Preclinical curriculum. Fourth year.

PATH 5630. Clerkship in Clinical Pathology. Clinical pathology is com-posed of multiple diverse laboratory services that provide diagnostic test-ing for all areas of medical practice: blood bank, clinical chemistry, special chemistry (including toxicology), hematology and urinalysis, special hema-tology (bone marrow and lymph nodes analysis), hemostasis, microbiol-ogy and virology, molecular infectious disease, molecular genetics, and immunopathology (including flow cytometry). The student may rotate in one or multiple labs. Training is individualized based on the interests and future plans of the student. Training consists of a mixture of observation and both didactic and case-based learning. At the end of the rotation, the student will have an understanding of efficient use and interpretation of the tests in the areas of the lab through which the student has rotated for diagnosis and monitoring of diseases. Prerequisite: Preclinical curriculum. Fourth year.

PATH 5650. Clerkship in Clinical Microbiology. The basic goal of this one month rotation is to gain an appreciation of clinical microbiology, in-cluding basic bacteriology, mycology, and mycobacteriology. The precep-tor method will be used in doing bench work under supervision followed by independent bench work. Self-education through reading the text, Koneman: Basic Microbiology, will be required. Unusual and interesting cultures can be pursued by review of patient charts or examination of the patient, if appropriate. The clinical aspects are coordinated through the infectious disease service and include participation in their rounds. Pre-requisite: Preclinical curriculum. Fourth year.

PATH 5680. Clerkship in Forensic Pathology. Join the Nashville Medi-cal Examiner's Office for a month-long elective in one of the most fasci-nating areas of medicine, forensic pathology. Observe and participate in death-scene investigations, autopsies, and courtroom testimony. Learn about the important function a medical examiner's office plays in the pro-tection of the public health of our community. This elective is not just for those who are interested in pathology, but also for all medical students who want to see how disease and trauma affect the human body. This course does not meet in December. Prerequisite: Third year core clerk-ships. Fourth year.

PATH 6100. Special Clinical Study—Vanderbilt. Each student arrang-es an independent study with a mentor and completes a period of clinical work. Approval required.

PATH 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

PATH 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

PATH 7100. Special Clinical Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

PATH 7150. Special Research Study—Non-VU. Each student ar-ranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.

Pediatric MedicinePED 5020. Pediatrics Core Clerkship. Each member of the third-year class is assigned to Pediatrics for five and one-half weeks. Three and one-half weeks are spent on the Vanderbilt Children's Hospital inpatient pediatric wards. Students participate in all phases of diagnosis and treat-ment of a wide variety of illnesses of children and infants. Two and one-half weeks of the clerkship includes work in pediatric clinics or Meharry Hospital or community sites. Besides teaching rounds on the wards and nursery, student lectures are held three times a week. Grand rounds are held weekly and chief resident rounds are held each Thursday.

PED 5310. Adolescent Medicine. Students will participate in an outpa-tient Adolescent and Young Adult Health Clinic with residents and faculty. The Adolescent clinic serves patients with a variety of health care needs including primary care, acute care, sports medicine, gynecological and contraceptive care, behavioral health, and eating disorders. Students will have the opportunity to see patients first and then work closely with fac-ulty members to develop a care plan. Students can anticipate working in multidisciplinary teams and spending time with a variety of providers. Stu-dents can also expect to participate in didactic and case based learning sessions throughout the course. The goal of this elective is to familiarize students with the scope of adolescent health care. At the conclusion of the two-week elective, students will be able to take a complete and con-fidential psychosocial and gynecological history on adolescent patients. Additionally, students should be able to perform a focused physical exam and develop a patient plan of care in conjunction with the attending.

PED 5315. Pediatric Diabetes in the Clinical and Research Setting. Students will join a team of attending and fellow physicians and scientists as they learn about management and discovery in pediatric diabetes. The management of diabetes in children occurs at the intersection of medical and support services. The care is managed by physicians, nurses, social workers, child life specialists, and psychologists. Within this intersection of care, the team is also dedicated to improving the management of diabetes through research. The goal of this short course is to introduce the stu-dents to this intersection. Students will participate in the initial evaluation and teaching of a patient with new onset diabetes, will be precepted in diabetes continuity clinic, and will attend clinical visits with dietitians, so-cial workers, and psychologists. As an extension of this clinical exposure, students will learn about clinical research by attending our clinical research team meeting, receiving training in patient consent, and observing clinical trial visits. Students will also learn about the basic science of diabetes by participating in design, execution, and interpretation of research in the lab setting. At the conclusion of the elective, students will understand the presentation and management of diabetes through the contributions of a diverse provider team, the impact of diabetes on children and their fami-lies, and the opportunities for changing the course of diabetes through research from bench to bedside and back.

PED 5325. Physiology and Pathophysiology of the Newborn. This two-week elective will be scheduled for students who will be welcomed to the Neonatal Intensive Care Unit on the fourth floor of the Children’s Hospital. The course will be a mix of didactic talks and readings as well as patient evaluations focused on the physiology and pathophysiology of oxygen delivery and gas exchange. The student will learn the principles of evaluation and treatment of a variety of cardiorespiratory disorders including respiratory failure, hyaline membrane disease, pneumonia, sepsis, various congenital heart diseases, and congenital malformations. The student will also be learning ventilation management and blood gas analysis and the basics of fluid, electrolyte, and nutrition management. These physiologic principles are universally applicable and not limited to neonatology. At the conclusion of the elective, students will be able to list five pathophysiologic mechanisms for hypoxic respiratory failure; interpret blood gases determin-ing alveolar minute ventilation, acidosis status, and ventilatory means to cor-rect abnormalities; write fluid electrolyte and parenteral nutrition orders dem-onstrating understanding of the reason behind including each component;

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and will understand the basics of physical examination and evaluation of the newborn infant and correlate the observations with the pathophysiology.

PED 5330. Pediatric Hematology-Oncology. Students will have a broad exposure to pediatric hematology-oncology on this rotation. The ro-tation is divided into two one-week blocks. Students will do one week each on the inpatient pediatric hematology-oncology service and the outpatient clinics. During the inpatient week, students will join a team of residents, fellows, and attending physicians on the pediatric hematology-oncology service at Vanderbilt Children’s Hospital. Students will attend rounds and will see a broad range of both pediatric oncology and hematology diagno-ses. Common reasons for oncology admissions are workups for possible oncology diagnoses, new diagnoses initiating treatment, chemotherapy administration, complications from treatment, and palliative care/death and dying. Common reasons for hematology admissions are diagnosis and management of bleeding disorders, workup for anemia and/or throm-bocytopenia, and management of the complications of sickle cell disease. During the outpatient week, students will attend all hematology and oncol-ogy clinics in the outpatient setting. Clinic opportunities are vast and will include exposure to general oncology for routine chemotherapy and sick visits and benign hematology. New referrals will also be seen. Students may also attend subspecialty clinics to gain a general overview of specific diseases (e.g., brain tumors, sarcomas, hemophilia, and stem cell trans-plant). At the conclusion of the two week elective, students will be able to do a history and physical examination on an oncology patient in both the inpatient and outpatient setting. Students will also be able to formulate a differential diagnosis for a new patient referral, both in hematology and oncology. Students will have an overall appreciation for the varied patient populations seen in pediatric hematology-oncology from both the family and the physician/medical team perspectives. Students will also have a broad exposure to the field of academic pediatric hematology-oncology.

PED 5331. Pediatric Stem Cell Transplantation. Students will have a broad exposure to pediatric stem cell transplant on this rotation. Students will do a two-week rotation that includes both the inpatient and outpa-tient settings. During the inpatient time, students will join a team of fellows and attending physicians on the pediatric stem cell transplant service at Vanderbilt Children’s Hospital. Students will attend rounds and will see a patient at all stages of stem cell transplant (pre-, peri- and post) for broad range of both pediatric oncology and nonmalignant diagnoses. Common reasons for admissions on this service are stem cell transplantation, com-plications from treatment, and palliative care/death and dying. During the outpatient time, students will attend all pediatric stem cell transplant clin-ics. Clinic opportunities are vast and will include exposure to patients who are being considered for stem cell transplant, post-transplant sick visits, and hospital follow-up. New referrals will also be seen. At the conclusion of the two-week elective, students will be able to do a history and physi-cal examination on a stem cell transplant patient in both the inpatient and outpatient settings. Students will also be able to formulate a differential di-agnosis for presenting signs and symptoms and to understand which pa-tients are considered stem cell transplant candidates. Students will have an overall appreciation for the varied patient populations seen in pediatric stem cell transplantation from both the family and the physician/medical team perspectives. Students will also have a broad exposure to the field of academic pediatric stem cell transplantation.

PED 5335. Obesity Across the Life Stages: Before Breast Feeding to Bariatrics. Obesity is a condition of high prevalence worldwide. Most medical providers encounter it or one of its many co-morbidities on a daily basis. Its etiology is complex, with risk and disease development beginning before birth and progressing across the lifespan. In this elec-tive students will be exposed to the evolution of this disease across these life stages, highlighting clear opportunities for prevention and treatment. Students will participate in a variety of clinical settings, which range from general to subspecialty, and from medical to surgical. Through these clini-cal experiences and a core of didactics, students will learn key points of intervention such as maternal nutrition (obstetrics), breastfeeding (new-born nursery lactation consultation), obesity treatment (multidisciplinary pediatric and adult weight management clinics, bariatric surgery), and management of its co-morbidities (lipid and endocrinology clinics). At the conclusion of the two-week elective, students will understand how obe-sity evolves across the lifespan, identifying opportunities for prevention

and treatment; how to perform an obesity-specific assessment of patients of all ages through history taking, physical exams, and data interpreta-tion; and how the multidisciplinary nature of treatment options can be ap-proached through interpersonal interactions with patients, families, and members of the clinical teams.

PED 5340. Electronically-Engaged Pediatric Family Consult. This elective involves working as a consultant to engage pediatric patients and their families in managing their health through information technologies. Students will work with a variety of pediatric providers in the inpatient, out-patient, and acute care settings. Consultations will focus on educating and supporting families with new diagnoses and chronic illnesses using mobile devices, the MyHealthAtVanderbilt patient portal, or other technologies to assist with disease monitoring or behavior change. With each new con-sultation, students will independently evaluate the patient and family, pres-ent the case to a multi-disciplinary team, explore technologies to address the information and disease-management problems, and work with the family to implement the proposed solutions. Students may also have op-portunities to provide follow up from prior consultations and to participate in ongoing research studies of patient engagement through information technologies. At the end of this rotation, the student will have a familiarity with the roles of information technology in health and disease manage-ment, as well as the importance of literacy, numeracy, and computer skills in facilitating patient engagement.

PED 5345. Pediatric Cardiology. Students participating in this two-week elective will be exposed to the breadth of services offered by the medical and surgical teams caring for children with congenital and ac-quired heart conditions. Selected faculty members and at times senior cardiology fellows will provide didactic and clinical insight relative to their area of expertise. Such areas include but are not limited to noninvasive imaging (echocardiography, MRI), cardiac catheterization, and electrocar-diography- the primary areas whereby cardiac structure, hemodynamics and rhythm are assessed. The goal is to provide consistent core didactics and readings, supplemented with an introduction to basic cardiac assess-ment in the outpatient and inpatient settings. Students will be afforded an opportunity to observe the interaction of multiple team members working toward the optimal patient care plan using a variety of diagnostic and imaging modalities. At the conclusion of the elective, students will have acquired a basic understanding of how abnormalities of cardiac structure and function impact the well-being of the pediatric patient through the care continuum. Though many principles are pediatric-specific, common concepts are shared with adult medicine as well. Students will also un-derstand basic cardiac assessment in the infant, child and adolescent, primarily in the outpatient setting including history, physical exam, and appropriate use of diagnostic studies.

PED 5400. Pediatric Clinical Rounds. The pediatric chief residents will lead a small group of students in examination of pediatric patients at the Vanderbilt Children's Hospital. Our goal is to provide an enjoyable and provocative opportunity to supplement the Physical Diagnosis course with hands-on pediatric experience. Pre-requisite: First year curriculum. Sec-ond year.

PED 5611. Subinternship in Pediatric Medicine. Students will serve as externs on the wards of Monroe Carell Jr. Children's Hospital at Vanderbilt. They will serve on a team and assume intern responsibilities with supervision and countersignature of orders/notes by second- and third-year residents. Patient assignments will usually be limited to five ad-missions per call night. Externs may pick up patients on non-call days depending on their census. Call is every fourth night. This rotation fulfills the subinternship requirement in the fourth year. Students may request any of the four teams, but placement is dependent on availability. The teams include Hazinski (Hospitalist and Pulmonology); Karzon (Neurology and Gastrointestinal); Christie (Cardiology and Nephrology); and Team D (Non-resident hospitalist service). Inclusion on Team D requires approval from the course director. In order to ensure the strong clinical experi-ence which characterizes this elective, each clinical clerkship is built into the housestaff rotational schedule. Therefore, the pediat-ric service relies heavily on each student who is accepted into this course. We ask that the student consider his/her enrollment as a strong commitment to serve. Students may be excused from ward

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duties for no more than three days for interviews or other absences, un-less special permission is obtained from the course director and associate dean for medical student affairs. Prerequisite: Pediatrics 5020. Fourth year.

PED 5635. Subinternship in Pediatric Hematology/Oncology. Upon completion of this course, students will have a better understanding of the pathology, treatment, and survival of common childhood cancers. They will also gain experience in working up and treating anemias and bleeding disorders. These objectives are accomplished through a combination of inpatient time and outpatient time. Half of the course will be on the inpa-tient service where students will be expected to follow their own patients, present on rounds, write daily progress notes, and prepare a short 10-15 minute discussion of a patient of interest. Students will also participate in walk rounds with the fellow and faculty for more informal discussion. The other half of the course will be in the outpatient clinic. While there, students will see both new patients and patients returning for therapy. Students will take a history from the family, perform a physical exam, interpret lab tests, present these patients to the faculty, and write notes. Students will also have the opportunity to attend "specialty" clinics to see a group of patients with a focused set of problems (for example, sickle cell clinic). Prerequisite: Third year core clerkships. Fourth year.

PED 5650. Clerkship in Pediatric Developmental Medicine. Students will learn about a variety of developmental disabilities in infants, children, and adolescents, including developmental delays, cognitive/intellectual disability, Down syndrome, learning disabilities, attention deficit hyperac-tivity disorder, behavior disorders, autism spectrum disorders, motor dis-orders, and speech-language disorders. They will observe in-depth evalu-ations by developmental pediatricians and psychologists at the Center for Child Development. They will also participate in several didactic learning sessions. In addition, students will visit community agencies serving chil-dren with special needs and their families. This rotation provides minimal opportunity for direct patient care experience, but instead offers several venues for learning about developmental and behavioral disorders. Pre-requisite: Pediatrics 5020. Fourth year.

PED 5680. Clerkship in Pediatric Cardiology. This course is a clinical clerkship in pediatric cardiology. The purpose of the course is to provide the student with expertise in clinical evaluation of cardiovascular disease in infants, children, and adolescents. It will be particularly useful for students planning a career in pediatrics or cardiology. The student is a full-time, ac-tive participant in the pediatric cardiology clinical service team. The clerk-ship includes exposure to EKG interpretation, echocardiography, and car-diac catheterization, with a particular focus on physical examination skills. Prerequisite: Pediatrics 5020, Medicine 5020. Fourth year.

PED 5690. Clerkship in Pediatric Endocrinology. Students who par-ticipate in this clerkship will be able to identify the common endocrine problems of childhood, propose appropriate diagnostic studies, and for-mulate long-term management plans. Growth disorders, diabetes, thyroid disease, and adrenal disease will be the most common conditions en-countered, including abundant referrals for new-patient evaluations. The clerkship combines patient contact in the hospital and ambulatory setting with ample time for case discussions with faculty. Prerequisite: Pediatrics 5020. Fourth year.

PED 5700. Clerkship in Pediatric Hematology-Oncology. Once stu-dents have finished this elective, they will have a better understanding of the pathology, treatment, and survival of common childhood cancers. They will also gain experience in working up and treating anemias and bleeding disorders. These objectives are accomplished through a combi-nation of inpatient time and outpatient time. Half of the elective will be on the inpatient service where the students will be expected to follow their own patients, present on rounds, write daily progress notes, and pre-pare a short 10-15 minute discussion of a patient of interest. The student should also participate in walk rounds with the fellow and faculty for more informal discussion. The other half of the elective will be in the outpatient clinic. While there, the student will see both new patients and patients re-turning for therapy. The student will take a history from the family, perform a physical exam, interpret lab tests, present these patients to the faculty, and write notes. The student will also have the opportunity to attend "spe-cialty" clinics to see a group of patients with a focused set of problems (for example sickle cell clinic). Prerequisite: Pediatrics 5020. Fourth year.

PED 5710. Clerkship in Pediatric Gastroenterology, Hepatology, and Nutrition. Students actively participate in the care of pediatric gas-troenterology out-patients and in-patients at Vanderbilt Children's Hospi-tal. The rotation provides a broad experience in the evaluation and man-agement of common as well as unusual gastroenterological, hepatic, and nutritional diseases of childhood. Attendance in the endoscopy laboratory permits familiarity with esophagogastroduodenoscopy, colonoscopy, pol-ypectomy, and percutaneous liver biopsy. Rounds include daily review of histopathology specimens and radiographic studies. Custom-designed rotations emphasizing nutritional support or outpatient experience can be arranged. Prerequisite: Pediatrics 5020. Fourth year.

PED 5720. Clerkship in Pediatric Nephrology. Students actively par-ticipate in the evaluation and management of pediatric nephrology patients seen at Monroe Carell Jr. Children's Hospital at Vanderbilt. Through a com-bination of inpatient and outpatient experiences, the student will increase his/her knowledge of renal physiology and pathophysiology, congenital ab-normalities of the kidneys and urinary tract, glomerular diseases, and hyper-tension. Prerequisite: Pediatric 5020; Medicine 5020. Fourth year.

PED 5730. Clerkship in Child Abuse Pediatric Medicine. Students will work in the Child Abuse Pediatrics Program based at Monroe Carrell Jr. Children's Hospital at Vanderbilt. Students will participate in consul-tations on children referred for evaluation for possible abuse and/or ne-glect, whether they are in- or out-patients. Students will learn the basics of performing an abuse evaluation, the importance of close attention to detail, the mechanics of taking good photographs of injuries, and clear documentation. The radiology of child abuse will be taught during rounds with pediatric radiologists. Students will participate in and assist with chart reviews requested by outside agencies to further their understanding of the appropriate evaluation of potential victims of abuse. Students will also participate in multidisciplinary meetings in the community, observe sworn testimony in court or during depositions, and gain understanding of the le-gal system as it applies to cases of child abuse and neglect. Pre-requisite: Pediatrics 5020. Fourth year.

PED 5740. Clerkship in Pediatric Pulmonary Medicine. Students in this course will participate in consultations on children referred for evalu-ation of lung disease in the hospital and in the outpatient clinic. The pur-pose of this elective is to provide the student with expertise in the clinical evaluation of pulmonary disease in infants, children, and adolescents, and students will gain expertise in the relevant history, physical exam findings, and diagnostic testing used in a pulmonary evaluation. Participation in multi-disciplinary clinics in cystic fibrosis, bronchopulmonary dysplasia, and asthma will facilitate training in caring for children with chronic lung diseases. Didactic experiences that will reinforce the patient care experi-ences include our weekly Pediatric Pulmonary Imaging Conference, our weekly Pediatric Pulmonary Core Curriculum Conference, and other monthly conferences that constitute our fellowship training program. Stu-dents will have the opportunity to participate in bronchoscopies. Prerequi-site: Pediatrics 5020. Fourth year.

PED 5750. Clerkship in Pediatric Rheumatology. Students will par-ticipate in the evaluation and care of children referred to the pediatric rheumatology program at Vanderbilt Children's Hospital. The experience will involve direct interactions with patients and their families in both the inpatient and outpatient settings. Students will also have the opportunity to participate in divisional conferences in which patient cases and radio-graphic studies are discussed, and recent journal articles are reviewed. Over the course of the month, the student will gain an understanding of the presenting symptoms, exam findings, and laboratory studies of au-toimmune diseases in children, as well as current treatment strategies. Through these clinical experiences, the student will gain insight into the impact of chronic disease on children and their families. The clerkship will also afford the student a unique opportunity to gain experience with the fundamentals of the musculoskeletal exam, which has broad application outside of rheumatology. Prerequisite: Pediatrics 5020. Fourth year.

PED 5760. Spanish Language Pediatrics Clinic. The purpose of this elective is to expose 4th year medical students that are proficient in Span-ish to the Latino population in Nashville. The course will be particularly beneficial to 4th year medical students to increase fluency in Spanish, and learn appropriate terminology used during their medical encounter.

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Students will provide direct patient care in the Spanish Language Clinic within the Vanderbilt Pediatric Primary Care Clinic, and will interact with the community clinics that provide care to large Spanish-speaking popula-tions. The elective will also expose them to community organizations that are working with Latino children in Nashville. Supplemental reading and other media related to the immigrant population will be used to augment student understanding of the Latino Immigrant experience and its impact on the health of this population. Prerequisite: Pediatrics 5020. Fourth year.

PED 5800. Genetic Clerkship. Students participate in evaluating, di-agnosing, and counseling patients and families seen in the genetics and genetics outreach clinics as well as ward consults. Students will gain ex-perience with a variety of single gene disorders, malformation syndromes, and biochemical, chromosomal and molecular abnormalities. They will participate in weekly research and clinical conferences. Selected research projects in clinical genetics, dysmorphology, molecular genetics, or neu-rogenetics are also available. Prerequisite: Faculty approval. Fourth year.

PED 5815. Subinternship in Neonatology. Students will serve as clerks on the newborn special care service of VU Hospital. They will have all as-sociated clinical responsibilities and will participate in all the usual house staff activities. This elective requires a 100 percent commitment of the stu-dent's time. The student will participate in in-house night call. Prerequisite: Faculty approval. Fourth year.

PED 5830. Subinternship in Pediatric Emergency Medicine. The purpose of this subinternship is to provide the student with expertise in the clinical evaluation and management of critically ill and injured pediatric patients, and pediatric emergencies. This course will be particularly useful for students planning a career in Pediatric or Emergency Medicine. The subinternship will require fifteen eight-hour shifts. The student will work di-rectly with the pediatric emergency Fellow and Attending during that shift. The student will be directly responsible for the evaluation, assessment, and management of the patient, including any procedures. Students will participate in weekly Fellow conferences as well as journal clubs. They will give a one-hour didactic, case-based presentation at one of the Fellow conferences during the month. In addition, they will review and discuss one article for journal club. The presentations will be mentored by the pedi-atric EM Fellow and Attending. Students may also participate in simulation scenarios and in teaching regional paramedics at their institutions. Stu-dents will have required basic reading to augment their knowledge base in pediatric emergency medicine management. Fourth year.

PED 5910. Clerkship in Pediatric Infectious Disease. The central ob-jective of the elective clerkship in pediatric infectious diseases is to learn to evaluate children with infectious diseases. Core reading on the patho-physiology of infectious disease will be encouraged. Students will actively participate in ambulatory and hospital care of children with infectious dis-eases. Prerequisite: Pediatrics 5020. Fourth year.

PED 5990. Subinternship in Pediatric Critical Care. The elective will be geared towards fourth- year medical students interested in pursuing pediatric residency, emergency medicine or anesthesia. The objectives will be (1) understanding of the complex pathophysiology of critically ill children, (2) learning the basic principles of multidisciplinary management of critically ill children, and (3) detailed review of a few common diseases seen in a multidisciplinary pediatric critical care unit. The student will be expected to participate in all the teaching conferences of the division. Ad-ditionally, the student will be expected to stay overnight at least four times during the four weeks' rotation, and will be expected to review topics presented in a formal setting. Prerequisite: Pediatrics 5020. Fourth year.

PED 6100. Special Clinical Study—Vanderbilt. Each student arranges an independent study with a mentor and completes a period of clinical work. Approval required.

PED 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

PED 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

PED 7100. Special Clinical Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

PED 7150. Special Research Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.

PharmacologyPHAR 6100. Special Clinical Study—Vanderbilt. Each student arrang-es an independent study with a mentor and completes a period of clinical or research work. Approval required.

PHAR 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

PHAR 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

Preventive MedicinePM 5410. Health Services in the Community. These are introduc-tory sessions on the organization of health services, and orientations to Vanderbilt University Medical Center and Nashville. There will be assign-ments to community-based services, including visits to patients with a nurse in the Vanderbilt Home Nursing Program. Other community sites include primary care centers and special programs, including Alive Hos-pice, a service center for homeless persons, and a clinic serving primarily immigrants and refugees. First and second year.

PM 5720. Clerkship in Epidemiology at the CDC. At the Centers for Disease Control (CDC) in Atlanta, students will be introduced to the princi-ples and practices of epidemiology through participation in the day-to-day operation of a national disease surveillance system, and by actively assist-ing in epidemiological investigations. Students often have an opportunity to participate in a field investigation. Insofar as possible, students will be allowed to choose the program area to which they wish to be assigned. Under the general supervision of a senior staff member, the student, in addition to assisting in epidemic investigations, will work in all phases of program activities. The program areas include communicable diseases (salmonella, shigella, tetanus, hospital-acquired infections, hepatitis, neu-rotropic viruses, etc.), vaccine utilization (measles, rubella, polio, etc.), family planning evaluation, leukemia surveillance, etc. Travel and living expenses while in Atlanta, and basic transportation costs between home (Medical School) and Atlanta must be borne by students. Combinations of vacation time and elective time may be arranged. NOTE: Students must submit an application to the CDC. The CDC deadline for applications is March 30 of the third year of medical school for elective periods during Sept.-Dec. of the student's fourth year; it is May 30 for electives starting after January of the fourth year. Occasionally later applications will be con-sidered, but the general rule is the earlier the application, the more likely your acceptance into the program. Application can be obtained from CDC by visiting the website: cdc.gov/eis/applyeis/elective.htm. Dr. Schaffner is closely associated with the CDC activities and can describe them in detail and facilitate your application. Prerequisite: Enrollment requires faculty ap-proval. Fourth year.

PM 7100. Special Study Preventative Medicine—Non-VU. Each stu-dent arranges an independent study with a mentor and completes a pe-riod of clinical or research work. Approval required.

Physical Medicine and RehabilitationPMR 5310. Principles of Physical Medicine and Rehabilitation. This course is designed to provide exposure to the practice of physical medicine and rehabilitation (PM&R) with an emphasis on musculoskeletal and neuro-logical rehabilitation. Many of these patients have had acute illness, trauma, surgical procedures, and prolonged hospitalization and require inpatient

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and/or outpatient rehabilitation. The student will be asked to participate in a series of introductory lectures as well as rounds, clinics, and case discus-sions. The attending physician on the PM&R service will define participation in patient care. The student will be expected to participate in the evaluation of individuals with significant impairment and disability such as spinal cord injury, traumatic brain injury, stroke, amputations/complex fractures, mul-tiple trauma and general debility. Outpatient clinics are available to expose students to the long-term problems which these patients encounter. At the conclusion of the two weeks, students will be able to take a PM&R oriented history; perform a physical examination with an emphasis on functional sta-tus and disability; formulate rehabilitation goals; and understand the impor-tance of rehabilitation as part of the post-acute care continuum.

PMR 5611. Introduction to Physical Medicine and Rehabilitation. This course is designed to provide hands-on exposure to the practice of physical medicine and rehabilitation (PM&R) with an emphasis on muscu-loskeletal and neurological rehabilitation. Many of these patients have had acute illness, trauma, surgical procedures, and hospitalization and the stu-dent will have an opportunity to follow the patients post-acutely. The student will be asked to integrate medical and surgical knowledge in the care of rehabilitation in the hospital and outpatient clinic. The attending physician on the PM&R service will define participation in patient care. The student will be expected to participate in the evaluation, functional diagnosis, and treat-ment of individuals with significant impairment and disability who require long-term hospitalization to achieve maximal independence. The primary responsibility is the care of those patients with spinal cord injury, stroke, amputations/complex fractures, multiple trauma, traumatic brain injury, and general debilitation. Outpatient clinics are available to expose students to the long-term problems which these patients encounter. Fourth year.

PMR 6100. Special Clinical Study—Vanderbilt. Each student arranges an independent study with a mentor and completes a period of clinical work. Approval required.

PMR 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

PMR 7100. Special Clinical Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

PMR 7150. Special Research Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.

PhysiologyPSIO 6100. Special Clinical Study—Vanderbilt. Each student arrang-es an independent study with a mentor and completes a period of clinical or research work. Approval required.

PSIO 6150. Special Research Study—Physiology. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

PSIO 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

PsychiatryPSYCH 5020. Psychiatry Core Clerkship. Basic goals of this clerkship which includes psychiatry clinical rotations are to learn the fundamental techniques of psychiatric assessment, differential diagnosis, and treat-ment intervention. Activities include direct patient care and clinical rounds in the company of assigned faculty. The five 1/2-week placements include Vanderbilt University Hospital, Vanderbilt Psychiatric Hospital at Vanderbilt (Adult/Adolescent/Child). Third year.

PSYCH 5310. Introduction to Addiction Psychiatry. This two-week elective will offer students an opportunity to join a team of physicians on the Addiction Psychiatry service at Vanderbilt Psychiatric Hospital (VPH).

The clinical team will be caring for patients admitted to the hospital for detoxification, diagnosis, and psychiatric stabilization and treatment plan-ning. As substance use disorders often co-occur with depression, bipolar illness, organic brain disorders, and anxiety disorders (especially post-traumatic stress disorders, sometimes with sexual and eating disorders), the addiction psychiatry experience will expose students to a variety of common psychiatric problems. Students will be interacting with inpatients, learning about detoxification protocols, as well as seeing patients in follow up outpatient addiction clinics. Students may sit in on treatment groups for opiate dependent patients and attend a nearby Narcotics Anonymous support meeting. At the conclusion of the elective, students will be able to take a psychiatric history, perform a mental status examination, and know the basics of case formulation. Additionally, students will have familiarity with evidence-based approaches to care, understanding the role of an addiction psychiatrist as well as how addiction may present to physicians practicing in many specialties of medicine and surgery.

PSYCH 5615. Clerkship in Public Psychiatry. A variety of clinical ex-periences are available for students in community psychiatry settings. The constant focal points are at the Downtown Clinic with Dr. Stovall and the monthly Shade Tree psychiatry with various Vanderbilt attendings. Time in specialized clinics at the Centerstone outpatient facilities is also arranged, often with special interests of the student as a focus. In each of these settings, students will serve as integral members of the treating team with supervision of care and discussion of notes by the attending. Direct pa-tient care will include evaluating, diagnosing, and treating a wide variety of acutely ill psychiatric patients. Students will gain experience managing an acute psychiatric service as well as gaining exposure to the practice of psychiatry in the community mental health system. Prerequisite: Psychia-try 5020; Medicine 5020. Fourth year.

PSYCH 5617. Clerkship in Alcohol and Drug Dependence. This elec-tive will consist of care of patients undergoing alcohol and drug dependence rehabilitation in the Vanderbilt Addiction Center (VAC) [formerly VITA] unit under the leadership of members of the Division of Addiction Psychiatry. Students will have responsibility for the psychiatric care of patients in regular work and teaching rounds, reviewing rehabilitation plans for the patients and participating in group therapy discussions, attending staff conferences, and developing a comprehensive knowledge of the detoxification and re-habilitation of persons with substance use disorders and their medical and psychiatric complications. They will learn the team concept of care through a multidisciplinary approach employing medical and psychiatric nursing care, social services, group therapy, nutritional assessment, occupational and vocational rehabilitation, and exercise. Emphasis will be on family dy-namics, demonstrating the dysfunctional family relationships that occur in chemically dependent patients. The special programs of Alcoholics Anony-mous, AI-Anon, and Narcotics Anon groups will be available both on the unit and in the community. The after-care of patients will be demonstrated. The student will have the opportunity to share in clinical responsibility for the care of these often complex patients under the daily supervision of the attending. Prerequisite: Psychiatry 5020. Fourth year.

PSYCH 5620. Subinternship in Neuropsychiatry. This subinternship is an introduction to clinical practice and research at the interface of psychia-try and neurology. Under supervision, the student will examine patients with psychiatric and neurologic diseases affecting emotions, such as temporolimbic epilepsy, frontal lobe lesions, strokes in the non-dominant hemisphere, or degenerative conditions such as Alzheimer's Disease, Par-kinson's Disease, vascular dementia, and Huntington's Disease. Readings will focus on the neurology of emotion, including functional neuroanatomy, experimental neuropsychology, and electrophysiology. The student may participate in research protocols involving quantitative behavioral assess-ment, autonomic measures, and structural and metabolic imaging of the brain. Prerequisite: Psychiatry 5020, Neurology 5020, fourth year rota-tions in both Psychiatry and Neurology. Requires faculty approval. Fourth year- offered September, October, January, February, March, and April.

PSYCH 5625. Subinternship in Child Psychiatry Consultation-Liai-son. This subinternship is an introduction to clinical practice as a consul-tation-liaison psychiatrist working with children and adolescents. Under supervision, the student will examine patients with psychiatric diseases complicating pediatric management including delirium, catatonia, anxiety

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and mood disorders both complicating pediatric illness and mimicking pe-diatric illnesses (somatoform disorders), management of chronic pain in collaboration with the pediatric pain team, acute stress and post traumatic stress disorder on the trauma service and in the intensive care unit, and psychiatric consultation regarding eating disorders. Readings will focus on the neurobiology of trauma and the neurobiology of the interface between emotions and physical disorders. The student may participate in research studies with the faculty if available at that time. Prerequisite: Psychiatry 5020, Neurology 5020, Pediatrics 5020. Fourth year.

PSYCH 5635. Clerkship in Emergency Psychiatry. In the Psychiatric Treatment Unit (PTU) the student will see a broad range of acute psychi-atric and neuropsychiatric disorders. Commonly encountered conditions include delirium, dementia, depression, suicide attempts, capacity evalu-ations, agitation management, altered mental status, conversion disorder, addictions, and somatoform disorders. This is similar to the population on the Consultation/Liaison service, but with greater acuity and a focus on disposition. The student will work closely with the primary resident pro-viding coverage with supervision to the team by the attending. Students will also see psychiatric consults in the VUMC Emergency Department, observed Beds, OB/GYN triage, and in the PTU. Patients treated will be above the age of 18 years. Prerequisite: Psychiatry 5020. Fourth year.

PSYCH 5638. Adult Outpatient Psychiatry. Students will become pri-marily active contributors to evaluation and treatment clinics in adult out-patient psychiatry. Time is also arranged shadowing clinics, participating in the monthly ShadeTree psychiatric consultation clinic, and in a weekly community (Downtown) psychiatry clinic. Sessions sitting in on psycho-therapy are also available. Students will work individually and in treatment teams, observing and learning the basics of outpatient psychiatric evalu-ation, psycho-pharmacology and psychotherapy (particularly psycho-dy-namic formulation and the principles of insight-oriented therapy and CBT). This will also include didactic teaching, case presentations, treatment planning, chart review and group supervision. Prerequisite: Psychiatry 5020. Fourth year.

PSYCH 5639. Clerkship in Child and Adolescent Psychiatry. Stu-dents will have the opportunity to shadow child psychiatrists in outpatient, inpatient, and school-based consultation settings. Assigned readings supplement patient care experiences. Students are occasionally expect-ed to follow patients with attending/resident supervision. Special projects are optional for students and may include research and writing activities. Prerequisite: Medicine 5020; Surgery 5020; Psychiatry 5020. Fourth year.

PSYCH 5645. Subinternship in Adult Consultation-Liaison Psychia-try. The adult consultation team provides psychiatric services for a broad range of patients with psychiatric and neuropsychiatric disorders in the context of medical, surgical, and obstetric (and other) inpatient and out-patient settings at Vanderbilt Hospital, Stahlworth Rehabilitation Hospital, and Vanderbilt Health One Hundred Oaks. Commonly treated conditions include delirium, dementia, depression, suicide attempts, capacity evalu-ations, agitation management, altered mental status, conversion disorder, addictions, and somatoform disorders. The sub-intern will become an integral part of the team, with assigned primary focus on the care of a discrete set of patients, and will be directly supervised by fellows and at-tendings. A partial focus on areas of special interest to the student may be arranged. A clinical topic presentation or paper in case report format will be required. Prerequisite: Psychiatry 5020. Fourth year.

PSYCH 6100. Special Clinical Study—Vanderbilt. A variety of oppor-tunities are available for clerkships and electives in the Department of Psy-chiatry that can be combined, especially where daily continuous patient care is not essential to work flow. In addition to the standard rotation sites, other experiences can be arranged. Two or three experiences can be combined within a single elective month. These may include a mixture of areas within and outside the listed standard electives, such as forensics, geriatric psychiatry, and brain imaging research. Opportunities will be ar-ranged to meet the interests of the individual student, potentially blending topics to provide exposure to two to three of these areas. Faculty approval is recommended at least two months prior to the start of the month's rota-tion in order to develop a plan optimal to meeting the student's interests. Approval required.

PSYCH 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work at Vanderbilt. Approval required.

PSYCH 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

PSYCH 7100. Special Clinical Study—Non-VU. Each student arrang-es an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

PSYCH 7150. Special Research Study—Non-VU. Each student ar-ranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.

RadiologyRAD 5310. Introduction to Interventional Radiology. Students will join a team of attending, fellow and resident physicians on the Interven-tional Radiology service at Vanderbilt Monroe Carrel Children’s Hospital (VCH). Interventional Radiology involves working as a consultant to the physicians who are caring for patients admitted to the hospital as well as performing a multitude of outpatient procedures. Reasons for consultation requests vary, but some of the more common ones include arteriography, CT-guided biopsy of lesions, implantation of infusion devices, and exter-nal drainage of infectious processes. With each new consultation request, students will have the opportunity to research the patient using StarPanel and then present the case to the team during morning rounds. The stu-dent will then be able to perform a history and physical on patients as they get prepared for their procedure. The student will then participate in the procedure and provide follow-up care as needed with the supervision of the resident and attending physicians. At the conclusion of the two-week elective rotation, students will be able to understand the role Interventional Radiology plays in the care of both inpatients and outpatients. They will have a basic understanding of the breadth of procedures offered, and the indications, complications, and post procedural care for the most common procedures. Additionally, the students will have familiarity with evidenced-based approaches to care.

RAD 5315. Radiology Elective. The course will provide students with a broad exposure to the various subspecialties of radiology and will pro-vide focused training on basic chest x-ray interpretation. The students will spend each morning in a different reading room within the department. The students will sit with the faculty, fellows, and residents on the service and observe them interpreting the various studies that are read or performing the various procedures that are done. For each reading room, there will be a series of 5 or so “check-offs” which consists of bits of information that student must learn in that reading room (for example, “What is the appro-priate follow-up of an incidentally-discovered pulmonary nodule?”). The afternoons will be spent attending didactic lectures and participating in the focused chest x-ray “boot camp.” Each afternoon there will be a one-hour lecture on one of the different radiology sub-specialties. Students will use the knowledge gained in the didactic session along with content from the boot camp handout to work through the various chest films with the course director. Each day the films will be slightly more difficult than the day before. At the conclusion of the elective, students will know the vari-ous imaging modalities and the role they play in the diagnosis of disease and management of patients; the numerous procedures performed by radiologists and their role in patient care; and how radiologists participate as active members of multidisciplinary health care teams in caring for pa-tients. Students will develop skills and confidence in the interpretation of plain chest x-rays, particularly for common and major abnormalities.

RAD 5320. Musculoskeletal and Emergency Radiology. Students will spend two weeks in the musculoskeletal/emergency radiology read-ing room. It’s a bustling place where MSK-subspecialty trained radiology faculty, MSK fellows, and radiology residents interpret musculoskeletal studies and selected studies performed in the Emergency Department, as well as provide consultation services to a variety of physicians (emer-gency, trauma team, general surgery, orthopaedic surgery, infectious dis-eases, internal medicine, rheumatology, etc.). Students will be exposed to

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a broad spectrum of musculoskeletal pathology including trauma, athletic injuries, arthritis, infection, neoplastic conditions, expected post-operative changes, and post-operative complications. Imaging modalities will include conventional radiographs, Magnetic Resonance Imaging, Computed To-mography and, possibly, ultrasonography. Students will have the opportuni-ty to observe interventional procedures such as fluoroscopically-guided ar-thrography and CT/US-guided biopsies. In addition to daily teaching at the PACS monitors using live cases, there will be didactic lectures/ case pre-sentations written specifically for this course focusing on trauma, sports inju-ries, arthritis, and the basics of musculoskeletal neoplasms. The advantages and limitations of the various modalities utilized will be emphasized. The didactic component of the elective will be further enhanced by daily noon radiology conferences. The course will be of particular interest to students contemplating careers in radiology, orthopaedic surgery, sports medicine, and emergency medicine; however, any student interested in learning more about the musculoskeletal system or radiology is encouraged to attend. At the conclusion of the two-week elective rotation, students will be able to accurately describe fractures, have an organized approach to diagnosing arthritis, recognize significant athletic injuries on MRI, have a basic under-standing of the concept of aggressiveness of musculoskeletal neoplasms, and have an understanding of the strengths and limitations of the modalities used by radiologists in diagnosing a variety of conditions.

RAD 5610. Clerkship in Diagnostic Radiology. The student partici-pates in a variety of learning experiences in diagnostic radiology. These include reading materials designed for medical students, a didactic lecture series by the radiology staff, round table discussions of appropriate radio-graphic evaluation of patients, rotations through the various subspecialty divisions of radiology, and various film reading sessions. The purpose of this course is to provide the fourth-year medical student with the funda-mentals of diagnostic imaging and an understanding of optimal imaging pathways for various clinical conditions. Attendance and participation are required. This course is not well-suited for the student who needs exces-sive time off away from the rotation. Prerequisite: Medicine 5020, Surgery 5020, Pediatrics 5020, and Obstetrics/Gynecology 5020. Fourth year. Offered August, September, October, November, February, March, and April. This course requires a minimum enrollment of three students.

RAD 5630. Clerkship in Pediatric Radiology. This program will intro-duce the fourth-year medical student to the principles of diagnostic imag-ing in pediatric radiology. The medical student will function primarily as an observer during the interpretation of radiographs and the performance of procedures. S/he will be expected to correlate clinical presentation of the patient with the radiologic imaging studies in order to develop a mature appreciation of the role of pediatric imaging and the practice of clinical pediatrics. Prerequisite: Fourth-year status. This course is offered July, August, September, November, January, February, and April.

RAD 5640. Clerkship in Neuroradiology. Students will cover both adult and pediatric neuroimaging during their rotation. The month will allow a broad exposure to the field of neuroradiology. Students will primarily cover readouts with Dr. Megan Strother (adult neuroradiology) and Dr. Curt Wush-ensky (pediatric neuroradiology). Working with the radiology residents, stu-dents will review cases prior to readouts, correlating clinical histories with radiographic findings. Students will be responsible for weekly case presen-tations during the neuroradiology case conferences. Reading assignments will focus on the basics of CT and MR imaging. Prerequisite: Fourth-year status. This course will only be offered in August and October .

RAD 5650. Clerkship in Interventional Radiology. This clerkship is de-signed to be an immersion in the daily life of an interventional radiologist with experience in the clinic, on rounds, and in the procedure room. Inter-ventional radiology is a subspecialty that combines cutting edge technol-ogy with comprehensive patient care. Acting primarily as a consultant, the radiologist performs a broad spectrum of procedures and covers virtually every patient population and disease process. Typical procedures include angioplasty and stent placement in the arteries and veins, embolization of bleeding, embolization of tumors, uterine fibroid embolization, bron-chial artery embolization, gonadal vein embolization, chemo-embolization, percutaneous treatment of tumors (ablation), placement of nephrostomy, biliary, gastrostomy and venous catheters, and TIPS. Prerequisite: Diag-nostic Radiology. Fourth year.

RAD 6100. Special Clinical Study—Vanderbilt. Each student arranges an independent study with a mentor and completes a period of clinical work at Vanderbilt. Approval required.

RAD 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work at Vanderbilt. Approval required.

RAD 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

RAD 7100. Special Clinical Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

RAD 7150. Special Research Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.

Radiation OncologyRADO 5315. Introduction to Radiation Oncology. This elective is de-signed to introduce students to the field of radiation oncology. This will re-quire approximately 40 hours per week. No nights or weekends. Students will be paired with attending/resident pairs which will be assigned on a daily basis by the chief resident. With each new patient, the student will be expected to go in to see the patient first and obtain a basic history and physical. This will be presented to the resident who will then review these findings directly with the attending. The team (resident/attending/student) will then discuss treatment options with the patient and formulate a treat-ment plan. At the conclusion of this course students will be able to take a focused oncologic history, perform a pertinent exam, and understand the basics of diagnosis, staging, and treatment options for cancer patients. They will learn about the multidisciplinary nature of oncologic care.

RADO 5620. Clerkship in Therapeutic Radiology. Students partici-pate in initial evaluation of patients, formulation of treatment, supervision of treatment, and follow-up evaluations. Basic oncology principles to be emphasized. Student will learn indications and techniques for stereotactic, HDR, LDR and IMRT radiotherapy. Prerequisite: Fourth-year status.

RADO 6100. Special Clinical Study—Vanderbilt. Each student arrang-es an independent study with a mentor and completes a period of clinical work at Vanderbilt. Approval required.

RADO 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work at Vanderbilt. Approval required.

RADO 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

RADO 7100. Special Clinical Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

RADO 7150. Special Research Study—Non-VU. Each student ar-ranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.

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Surgery

CHAIR OF THE SECTION R. Daniel BeauchampGeneral SurgeryGeneral Surgery, VAHColon and Rectal SurgeryEmergency General SurgeryGastrointestinal and Laparoscopic SurgeryHepatobiliary/Liver and Renal TransplantSurgical OncologyTrauma

Surgical SpecialtiesCardiac SurgeryNeurological SurgeryOral and Maxillofacial SurgeryPediatric SurgeryPlastic SurgeryThoracic SurgeryUrologic Surgery

SURG 5020. Surgery Core Clerkship. This is the third year clinical core rotation. For ten weeks each student in the third-year class is assigned to the surgical divisions of Vanderbilt University Hospital or Nashville Veter-ans Administration Medical Center. Under the direction and supervision of the staff, the student takes histories, does physical examinations and assists the staff in the diagnostic evaluation and clinical management of assigned patients. Half of each student's period of clinical work is in gen-eral surgery. The other five weeks of the clinical assignment provide two (2) rotations to the specialty services in Anesthesiology (VAH), Cardiothoracic (VUH,VAH), Interventional Radiology (VUH), Neurosurgery (VUH), Ophthal-mology (VUH), Orthopaedic Surgery (VUH), Otolaryngology (VUH), Pediat-ric Surgery (VUH), Plastic Surgery (VUH), Renal Transplant (VUH), Urology (VUH), Vascular Surgery (VUH), and Trauma (VUH). These rotations pro-vide exposure to a variety of patients with problems in general surgery and in the specialty fields of surgery. Members of the staff hold teaching ses-sions daily. Students go with their patients to the operating rooms where they are observers and assistants. An integral part of this clerkship is the core lecture series in surgery. Students will be assigned faculty preceptors for small group discussions. Third year.

SURG 5310. Reconstructive Urology. Students will join a team of at-tendings, fellows, and residents on the Reconstructive Urology service at Vanderbilt Hospital and Cool Springs Surgery Center. Students will par-ticipate in the operating room, clinics, outpatient procedures, didactics, and inpatient management for the Reconstructive Urology service. Com-mon issues encountered and treated on this service include incontinence, urethral stricture disease, erectile dysfunction, Peyronie's disease, voiding dysfunction, pelvic organ prolaspe, and neurogenic bladder. At the con-clusion of the two-week elective rotation, students will be able to take a focused urologic history and physical, understand the basics of evalua-tion and management of Reconstructive Urology issues, and appreciate the medical and surgical modalities utilized to diagnose and treat these patients. Additionally, the students will gain a familiarity with the use of evidence-based medicine as it applies to Reconstructive Urology.

SURG 5315. Introduction to Plastic Surgery. In this two-week elective, students will be exposed to the broad spectrum of plastic surgery includ-ing pediatric plastic surgery (cleft lip and palate, major craniofacial surgery, and other congenital and acquired anomalies), hand surgery, microvas-cular surgery, burn surgery, reconstructive surgery of the extremities, and breast, head, and neck reconstruction. They will also have the opportunity to be exposed to cosmetic plastic surgery including facial rejuvenation, breast enhancement and reduction, and other body contouring proce-dures. At the end of the rotation, students will have a much greater knowl-edge and appreciation of the role that plastic surgery plays in patient care.

SURG 5320. Cardiac Surgery Mechanical Support. This will be a two-week elective in the CVICU focusing on advanced mechanical support in cardiac surgery. The students will be given patients who are undergo-ing mechanical support which may include a left ventricular assist device,

Impella, ECMO, etc. Students will round with the team and present these patients. After rounds they will receive hands-on simulator training and re-view echocardiography images on cardiac surgery patients. Lectures will discuss the types of mechanical devices and hemodynamic assessment with pulmonary artery catheters and echocardiography. If for some reason there are no mechanical devices, students will care for the most complex patients in the ICU. At the conclusion of the elective, students will under-stand the different types of mechanical support, know advanced cardiac physiology, understand basic transesophageal and transthoracic echo-cardiography, have experience using echocardiography on a simulator, and will be able to present on extremely complex cardiac surgery patients.

SURG 5325. Fundamentals of Spine Surgery. Students participating in this elective will have an in-depth exposure to the diagnosis and surgical management of spine disorders. Students will spend several days each week in the neurosurgical operating room, observing and participating in cases ranging from the treatment of degenerative disorders to spinal tu-mors and spine trauma. Emphasis will be placed on learning key anatomic and surgical concepts that optimize patient outcomes. Students will also spend time with neurosurgery faculty in the outpatient clinic setting and develop practical experience with physical examination, clinical diagnos-tics, and treatment decision making. Student will participate in inpatient rounds, consults, and conferences such as the multidisciplinary spine conference and journal club. Much of the students' learning will occur in a case-based manner through exposure to individual patients, but didactic instruction will include several key readings and interactive discussion. At the conclusion of the two-week elective, students will understand the ba-sic paradigms used in the treatment of common spine disorders and the principles of basic neurologic exam of the spine patient. They will be famil-iar with the assessment of common neuroimaging and with key anatomic, physiologic, biomechanical, and oncological principles used to treat these disorders as well as non-operative strategies employed in both outpatient and emergency settings.

SURG 5330. Brain Tumors: A Surgical Perspective. This elective will offer an introductory exposure to the multidisciplinary approach used to treat patients with brain tumors. Students will spend several days each week in the neurosurgical operating room, observing and participating in cases including open and endoscopic resections of gliomas, metastases, meningiomas, and skull base tumors. They will have the opportunity to review the pathology specimens with the neuro-pathologists and attend the neurosurgical brain tumor clinic as well as the neuro-oncology and radiation oncology clinics. Students will participate in teaching rounds on the neurosurgery brain tumor service, sit in on discussions between fac-ulty and patients, and attend conferences such as brain tumor board and journal club. In addition to case-based learning, students will read sev-eral key readings and discuss these with faculty. At the conclusion of the two-week elective, students will understand the basic paradigms used in the treatment of common brain tumors. They will be familiar with surgical techniques used to treat brain tumors, and they will gain insight into the multidisciplinary aspect of oncology and techniques for communicating difficult news to patients.

SURG 5335. Pediatric Neurosurgery. Students participating in this elective will have an introductory exposure to the surgical treatment of neurologic disorders in children from infancy through adolescence. Each day will begin with attendance at morning report, where overnight con-sults and upcoming cases are discussed. Students will spend several days each week in the neurosurgical operating room, observing and par-ticipating in cases including resection of brain tumors, epilepsy surgery, and treatment of hydrocephalus, spine disorders, and trauma. Students will also spend time seeing patients in the clinic; participating in inpatient rounds and consults; sitting in on discussions between faculty, patients, and families; and attending conferences such as pediatric brain tumor board and journal club. In addition to case-based learning, students will read several key readings and discuss these with faculty. At the conclu-sion of the two-week elective, students will understand the basic para-digms used in the treatment of common neurologic disorders in children. They will be familiar with surgical techniques used to treat these disorders, and they will become familiar with non-operative strategies employed in both the outpatient and critical care settings and techniques for commu-nicating difficult news to patients.

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SURG 5460. Plastic Surgery Elective. Are you interested in learning more about a surgical specialty that is so broad-based as to include all age ranges from pediatrics through geriatrics and virtually the entire body from head to foot? Are you interested in meeting with full-time faculty who are recognized nationally for their contributions to the specialty of plastic surgery? Are you interested in seeing patients and examining patients who have a broad variety of clinical problems? Are you interested in interacting with the faculty in a small group to discuss these problems in detail on a weekly basis? If so, I would encourage you to consider the plastic surgery elective as a part of your educational opportunities. Prerequisite: First year curriculum. Second year.

SURG 5470. Neurosurgery Elective. This elective course is available to first and second year M.D. students as a unique opportunity to have guided access to operating room experiences via the neurosurgery de-partment. Students will learn the basic protocol and be certified to scrub into a surgical procedure. First and second year.

SURG 5600. Transplantation Elective. The goal of this course is to introduce second-year students to the biological, clinical, and social as-pects of transplantation. The course will meet for thirteen or fourteen one-and-one-half hour sessions during the fall semester. The weekly format will be discussion of clinical issues in transplant recipients. The precep-tors will vary from week to week. The format may also vary depending on the wishes of the preceptors. Slides or other didactic material may be included, but the basic structure will be a seminar with questions to be answered and group discussion. A few faculty may bring transplant patients to the sessions to answer questions and interact with students. For students interested in watching transplant operations, there will be a sign-up sheet posted at the beginning of the course, and it is anticipated that a few students will have this opportunity. After the course is com-pleted, it is anticipated that the students will have a broad understanding of the vocabulary and concepts involved in organ transplantation. They will have a grasp of the basic biological and clinical issues of transplantation and be familiar with the most important social and ethical problems in the discipline. The students should also be aware of the major complications of transplantation. An attempt will be made to include in discussion areas of current investigation in transplantation biology. Prerequisite: First-year curriculum. This course may be cancelled for low enrollment. Second year.

SURG 5612. Subinternship in Surgery, VAH. Students rotating at the Veterans Administration Hospital can elect to spend time on general sur-gery, vascular surgery, or cardiothoracic surgery. They will be exposed to the full range of clinical activities of each of these services, and they will also have the opportunity to participate in preoperative evaluation, intraop-erative management, and postoperative care. There will also be a weekly clinic which the student will be expected to attend. Each service has a full complement of conference activities which the students will be expected to attend. There will be close observation of the student's activities by the house staff and by the attending staff, as well. If students are interested, ample opportunity will be provided to do a brief report for possible publica-tion. Prerequisite: Surgery 5020. Fourth year.

SURG 5614. Subinternship in Surgical Critical Care Medicine, VU. The Surgical Critical Care clerkship provides students with a multidisci-plinary approach to care of the critically ill surgical patient. Students will function in a supervised environment and be expected to fulfill the role of a surgical intern. The units are very active critical care facilities with state-of-the-art monitoring and support technology. The course content empha-sizes a physiologic approach to the care of critically ill general, vascular, transplant, geriatric, oncology, and emergency surgical patients. Students will gain experience with invasive hemodynamic monitoring, mechanical ventilation, enteral/parenteral nutrition, surgical infectious disease, and management of vasoactive medications. Topics such as cost containment, resource utilization, and medical ethics are an integral part of daily inten-sive care management. The patient care service consists of a surgical or anesthesia attending physician, a surgical critical care fellow, two mid-level surgical/anesthesia residents, and three surgical interns. Other staff avail-able in the units include clinical pharmacists, respiratory therapists, and advance practice nurses. Teaching rounds are made each morning with didactic lecture and case-discussions Monday-Thursday. Friday morning attendance of surgical grand rounds and resident teaching conference

is mandatory. A course syllabus containing management protocols and educational objectives is provided to all registrants. Evaluation of the stu-dent's performance is based on clinical knowledge, basic science applica-tion, integration into the team, and an essay examination given at the end of the rotation. Mid-rotation and final evaluations of each student will be conducted by the critical care fellow assigned to the unit, as well as the course director. Call expectations are one night each week and two week-end nights (total of six night-call shifts) during the rotation. Prerequisite: Surgery 5020. Fourth year.

SURG 5615. Subinternship in Vascular Surgery. This course will ex-pose the student to the physical assessment of the vascular patient with correlation of diagnostic testing. Treatment options will be discussed and vascular surgical techniques emphasized. Operation experience as well as conferences, rounds, and clinic participation is expected. Prerequisite: Surgery 5020. Fourth year.

SURG 5616. Subinternship in Emergency General Surgery. The EGS service is the primary general surgery service at Vanderbilt University Hos-pital which handles all emergent and urgent non-trauma surgical emergen-cies. The service responds to all consults in the Emergency Department, in-patient, and transfers from the surrounding 85,000 square miles. The common disease processes range from "bread and butter" general sur-gery (appendicitis and cholecystitis) to the abdominal catastrophe. Op-erative cases are done in the OR with open and laparoscopic techniques. Bedside surgery for critically ill patients is a common occurrence. The EGS service performs most of the ICU PEG's and perc. tracheotomies for the adult ICUs. The medical student extern experience on the EGS service is a concentrated experience on a busy general surgical service. The student will be an integral part of the team. Students will get to see initial surgical consultation, follow patients during their hospital stay, and participate dur-ing any operative intervention. The medical student extern is expected to take a minimum of 1:4 on call with the EGS consult resident. This allows the medical student an opportunity to experience what a surgical resi-dency is like. Evaluation will be based on feedback from faculty and the chief resident with whom you have worked. Prerequisite: Surgery 5020, Third-year core clerkships. Fourth year.

SURG 5617. Subinternship in Colon and Rectal Surgery. The colon and rectal surgery service at VUMC offers the opportunity for fourth year medical students to serve as subinterns. This affords the students the opportunity to take an active role in patient care while assuming some of the intern responsibilities when appropriate as well as being involved in the operating room. Operative cases range from open and minimally invasive/ laparoscopic colon and rectal procedures for inflammatory bowel disease, diverticular and other benign diseases, and neoplasia to procedures for benign anorectal conditions. Students will work very closely with the three colon and rectal surgery faculty in clinic and in the operating rooms which allows for personal attention and feedback. Requires approval through the Registrar's Office. Prerequisite: Surgery 5020. Fourth year.

SURG 5618. Subinternship in Hepatobiliary Surgery and Liver Transplant. This rotation provides a general exposure to the fundamen-tals of hepatobiliary surgery and liver transplantation. The student will be expected to see patients and be a part of their care preoperatively, intraoperatively, and postoperatively in the transplant clinics, in the OR, and on ward rounds. The student will participate in transplant operations at VUMC and organ procurements, which may be performed outside of VUMC. Finally, the student will attend all transplant conferences that are held during his or her rotation. Prerequisite: Surgery 5020. Fourth year.

SURG 5619. Subinternship in Gastrointestinal/Laparoscopic Sur-gery. The senior rotation of the GI/Lap service will expose the student to a broad variety of general surgical and advanced laparoscopic procedures. The student will be integrated into the four resident teams and will be expected to fully participate in activities-patient rounds, duties in the op-erating room, and all educational conferences. If desired, the student can choose to focus their clinic or OR time on a subset of the practice such as bariatric surgery, laparoscopic foregut surgery, or advanced endoscopic procedures and the faculty who perform them. Prerequisite: Surgery 5020. Fourth year.

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SURG 5620. Subinternship in Neurological Surgery. The student works with the resident staff and attending staff on the neurosurgical ser-vice at Vanderbilt University Hospital participating in the diagnosis and management of patients with neurosurgical problems. Prerequisite: Sur-gery 5020. Requires faculty pre-approval. Fourth year.

SURG 5621. Subinternship in Surgical Critical Care, VAH. This gen-eral surgery clerkship at the Veterans Administration Hospital provides students with a multidisciplinary approach to care of the critically ill sur-gical patient. Students will function in a supervised environment and be expected to fulfill the role of an intern. The course content emphasizes a physiologic approach to the care of critically ill general, cardio-vascular, vascular, orthopaedic, urology, ENT, and neurosurgical patients. Students will gain experience with invasive hemodynamic monitoring, mechanical ventilation, enteral / parenteral nutrition, surgical infectious disease, and management of vasoactive medications. The patient care service consists of a surgical or anesthesia attending physician, a critical care fellow, and a surgical or anesthesia intern. Teaching rounds are made each morn-ing Monday-Friday. The student will be expected to attend the didactic lecture series at 11:00 a.m., along with the other interns and medical stu-dents rotating through Vanderbilt SICU and Neuro-ICU. A course syllabus containing educational objectives is provided to all registrants. Evaluation of the student's performance is based on clinical knowledge, basic sci-ence application, and integration into the team. There are no call expecta-tions for this rotation. Prerequisite: Surgery 5020. Fourth year.

SURG 5623. Subinternship in General Surgery at St. Thomas. Stu-dents rotating at St. Thomas Hospital can elect to spend time on general surgery and vascular surgery, along with exposure to urology, gynecologic oncology, ENT and cardiothoracic surgery. They will be exposed to the full range of clinical activities of each of these services, and they will also have the opportunity to participate in preoperative evaluation, intraoperative management, and postoperative care. There will also be a weekly clinic which the student will be expected to attend. There will be close obser-vation of the student's activities by the house staff and by the attending staff, as well. If students are interested, ample opportunity will be provided to do a brief report for possible publication. Prerequisite: Surgery 5020. Fourth year.

SURG 5630. Subinternship in Cardiac Surgery. This course consists of an intensive four-week exposure to the patient care activities of the cardiac surgical service. Faculty will consist of members of the Depart-ment of Cardiac Surgery. Students will have the opportunity for extensive exposure to patients with a wide variety of clinical problems in acquired/congenital cardiac disease including coronary atherosclerosis and its in-traoperative (coronary bypass) and percutaneous (coronary stent place-ment) management in the "hybrid OR," repair of cardiac valve disease using the standard and minimally invasive approaches, management of cardiac failure including ventricular assist devices, and cardiac transplan-tation. By special arrangement, students may rotate on pediatric cardiac surgery for their four-week rotation. The educational environment will be the outpatient clinic, operating room, ICU, and general care wards. Formal teaching conferences and didactic lectures will be provided weekly. Pre-requisite: Surgery 5020. Fourth year.

SURG 5632. Subinternship in Thoracic Surgery. This course consists of an intensive four-week exposure to the patient care activities of the thoracic surgical service. Faculty will consist of members of the Depart-ment of Thoracic Surgery. Students will have the opportunity for exten-sive exposure to patients with a wide variety of clinical problems including staging and treatment of lung cancer, esophageal cancer, management of advanced thoracic neoplasms including pulmonary metastases and malignant pleural effusion, reoperative thoracic surgery, and management of end-stage lung disease with lung volume reduction surgery and lung transplantation Specific attention to multidisciplinary care in thoracic sur-gery, clinical trials, and health care outcomes will be provided. The educa-tional environment will be the outpatient clinics, operating room, ICU, and general care wards. Formal teaching conferences and didactic lectures will be provided weekly. Prerequisite: Surgery 5020. Fourth year.

SURG 5634. Subinternship in Cardiothoracic Surgery, VAH. The Vet-erans Administration Hospital fourth-year mission is to provide students with the opportunity to experience a broad spectrum of cardiothoracic

patient interactions from the clinic to the OR to the bedside and beyond. Building upon the third year of medical education, the fourth-year student will be incorporated into the surgical team as a subintern and function at the level of an intern. The student will be expected to identify, discuss, and outline therapeutic options for common surgical pathologies from the simple to the complex. The student will attend the thoracic OR on Mon-days and clinic on Fridays. Tuesdays, Wednesdays, and Thursdays will be spent covering the cardiac surgery service. The focus will be technical in nature and the student should arrive with basic suturing and knot typ-ing expertise. Over the course of four weeks, the goal will be to inspire a quest for surgical knowledge and technique that will be the impetus for a surgical career. The student will develop an understanding of the processes at work in defining thoracic pathology and the operative tech-niques employed to surgically correct or remove it. Prerequisite: Surgery 5020. Fourth year.

SURG 5640. Subinternship in Urology. The student will work with the full-time faculty and the urology resident staff in the day-to-day care of patients on the urology service. This clerkship will provide an in-depth experience in the care and treatment of a patient population that is com-monly seen at a tertiary care hospital. Operative experience will be quite extensive. Participation on this clerkship also involves attendance at the various department-wide conferences held from time to time during the week. This is an intensive and comprehensive clerkship for those con-sidering urological residency or other postgraduate surgical training, or for those seeking an overview of urologic surgery position. Prerequisite: Surgery 5020. Fourth year.

SURG 5660. Subinternship in Pediatric Surgery. This course provides an opportunity for students to work on the wards and in the outpatient department caring for children in pre-operative, operative, and post-oper-ative periods and attending both pediatric and surgical conferences. Daily rounds are held. Prerequisite: Surgery 5020, Pediatrics 5020. Fourth year.

SURG 5670. Subinternship in Surgical Oncology. This general sur-gery course offers inpatient and outpatient clinical experience in treatment of patients with primary as well as recurrent or inoperable malignant tu-mors at Vanderbilt University Hospital. Emphasis is on principles of com-prehensive management of patients with malignant disease. The student will gain experience in the multimodality treatment approach to cancer. Prerequisite: Surgery 5020. Fourth year.

SURG 5680. Subinternship in Plastic Surgery. The student works with the plastic surgery faculty and residents on the plastic surgery service at Vanderbilt University Hospital, participating in the diagnosis and man-agement of patients, with a wide variety of reconstructive and aesthetic problems. This includes surgery of the hand, the breast and trunk, the head and neck, and the lower extremity. Patients range from pediatric to geriatric age groups and problems vary from congenital to acquired including deformity from neoplasm, burns, and trauma. Prerequisite: Sur-gery 5020. Fourth year.

SURG 5690. Subinternship in Kidney/Pancreas Transplantation. This course is offered by the Department of General Surgery. Students will work with the resident and full-time staff on the transplantation service. Ex-perience will be provided in pre-operative, operative, and post-operative management of patients who have had a kidney and/or pancreas allograft. The student will have an opportunity to study methods of tissue typing, organ preservation, and immunosuppression. Ward rounds daily. Prereq-uisite: Surgery 5020. Fourth year.

SURG 5700. Clerkship in Oral Surgery. Senior medical students will work with the residents and staff in the diagnosis and management of oral surgical problems. There will be participation in the management of a wide range of surgical problems, including temporomandibular joint dis-ease, facial trauma, growth abnormalities, and benign lesions. There will also be experience in minor surgical procedures of the mouth, for example, extraction of teeth. Prerequisite: Surgery 5020. Fourth year.

SURG 5850. Subinternship in Trauma. The Vanderbilt University Trau-ma Center provides an integrated approach to the multiply injured patient. The student will be introduced to the three basic components of trauma care: pre-hospital care, hospital care, and rehabilitation. The pre-hospital care component includes exposure to the Life Flight program, the Metro

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Ambulance Service, and the initial resuscitation and assessment in the Emergency Room. The hospital care component of the elective allows ac-tive participation on the inpatient trauma service, including the assessment of difficult problems in intensive care medicine and rehabilitation. Students are expected to become proficient in a wide variety of bedside procedures in a supervised setting. An essay examination is given at the end of the ro-tation. Prerequisite: Surgery 5020. Faculty approval required. Fourth year.

SURG 5930. Preparation for the Surgical Internship. The goal of this course is to arm fourth year medical students entering general surgery or a surgical specialty with the skills and understanding needed to hit the wards as a resident. The curriculum for the course has been developed by the American College of Surgeons in conjunction with the Association for Surgical Education and Association of Program Directors in Surgery. These activities and sessions include mock pages, bedside procedures, operative anatomy using cadaveric dissections, basic open and laparo-scopic skills, airway management and simulation scenarios, and will be led by some of Vanderbilt’s best clinical teachers. At the end of the course, students should feel prepared to enter a surgical internship and under-stand their own strengths and weaknesses as they prepare for surgical training. Fourth year. February.

SURG 5980. Subinternship in Pediatric Urology. The student will work with full-time faculty and the urology resident staff in the day-to-day care of patients on the pediatric urology service. This clerkship will provide an in-depth experience in the care and treatment of both in-hospital and out-patient urological problems. Participation in the clerkship will also involve attendance at the various department-wide conferences held during the week. This clerkship is intended for those considering a urological resi-dency or considering a residency in pediatrics. Prerequisite: Surgery 5020. Fourth year.

SURG 6100. Special Clinical Study—Vanderbilt. Each student arrang-es an independent study with a mentor and completes a period of clinical work. Approval required.

SURG 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

SURG 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

SURG 7100. Special Clinical Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

SURG 7150. Special Research Study—Non-VU. Each student ar-ranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.

Clinical InvestigationCourses leading to the Master of Science in Clinical Investigation

MSCI 5000. Drug and Device Development. This seminar-style course is designed to provide an overview of the drug and device development process. We will cover issues of drug discovery, pre-clinical drug develop-ment, Phase I through Phase IV human testing, device development, and the role of the FDA in regulatory affairs. First year. Summer.

MSCI 5001. Grant Writing I (Also listed as PUBH 5517). Principles of scientific written and oral communication, with a focus on grant writing will be discussed. The principles of scientific grant writing will include how to write the background and significance, previous work, and methods sec-tions. Students will review grants submitted to public health service study sections, participate in a mock study section, and prepare a sample grant application. Enrollment is limited. First year. Summer.

MSCI 5002. Medical Writing for Clinical Investigators. This course is designed to teach clinical investigators medical writing skills required to publish scientific articles in peer-reviewed medical journals. Since can-didates in the M.S.C.I. program are expected to complete their master's theses based on their research projects in the spring of year two, this

course is scheduled prior to this deadline to assist students in writing their theses. Teaching will consist of demonstrations and discussions of how to improve the writing quality using each student's thesis-in-progress as an example. Each student will be expected to write and revise his or her master's thesis as course work. No additional written assignments will be required. Second year. Spring.

MSCI 5003. Molecular Medicine. The Molecular Medicine course will provide an overview of basic cellular and molecular processes to acquaint physicians who have been engaged in clinical training with recent advanc-es in these areas. Each module of the course will consist of didactic lec-tures addressing a fundamental process followed by clinical illustrations to demonstrate the relevance of molecular biology to clinical medicine and investigation. In general, the fundamental didactic lectures will be deliv-ered by basic science faculty and the clinical illustrations will be presented in a case-oriented fashion by a member of the Department of Medicine or other clinical department. First year. Spring.

MSCI 5005. Case Studies in Clinical Investigation I. First year M.S.C.I. students will present their project plans for class discussions. The format will be in a studio design. Students will be presenting their M.S.C.I. proj-ects in the presence of three to four experts selected from VU faculty. It is anticipated that the studio will take place prior to submission of the project for IRB or CTSA application (if applicable). The students are expected to initiate the studio process as soon as they are accepted in the program. This course is graded pass/fail. First year.

MSCI 5009. Biostatistics I. This course will teach modern biostatistical skills. Students will use statistical software to learn data analysis meth-ods using actual clinical research data sets. Students will also learn about statistical power and sample size calculations using the software nQuery Advisor. An emphasis will be placed on performing statistical analyses and interpreting output. Commonly used statistical methods will be explained as well as the techniques that experienced biostatisticians use to analyze data. All students will be encouraged to bring a data film from their M.S.C.I. project to class to stress hands-on learning with clinical research data. First year. Fall.

MSCI 5015. Biostatistics II. The objectives of this course include fun-damental biostatistical concepts related to multivariable analyses in exis-tence of confounding and effect modification. Topics include Student's t-test, one-way ANOVA, linear, binary logistic, proportional odds logistic, and Cox proportional-hazard regressions with emphasis in checking mod-el assumptions. Basic concepts on repeated measures analysis including a mixed-effect and GEE regression models. Proper strategies for devel-oping reliable multivariable models. Proper strategies for developing reli-able multivariable models in prognostic-diagnostic research, randomized controlled trial, and observational study for causation. Prerequisite: MSCI 5009 and MSCI 5030. First year. Spring.

MSCI 5016. Research Skills. This course offers basic instruction and practical advice on a variety of issues and skills related to the conduct of clinical research, often with computer demonstrations. First or second year. Fall, Spring.

MSCI 5017. Clinical Career Seminars. Topics of discussion will include academic “rules of the road,” time management, promotion/tenure issues, grants management, and overall program evaluation. Candidates will hone their scientific communication skills through an annual presentation at this forum. Fall, Spring.

MSCI 5021. Master’s Research I. Completion of a mentored research project is a required component of the MSCI program. The research must be patient-oriented and involve direct measurements on patient-derived samples or the use of investigational therapeutic or diagnostic techniques. This course is graded pass/fail.

MSCI 5022. Master’s Research II. Completion of a mentored research project is a required component of the MSCI program. The research must be patient-oriented and involve direct measurements on patient-derived samples or the use of investigational therapeutic or diagnostic techniques. This course is graded pass/fail.

MSCI 5023. Master’s Research III. Completion of a mentored research project is a required component of the MSCI program. The research must

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be patient-oriented and involve direct measurements on patient-derived samples or the use of investigational therapeutic or diagnostic techniques. This course is graded pass/fail.

MSCI 5024. Case Studies in Clinical Investigation II. This course is designed to simulate a thesis defense. Overall, second-year M.S.C.I. stu-dents are expected to give a presentation to the class on the progress of their selected M.S.C.I. project or their project completed during the pro-gram. The extent of the presentation will depend on the accomplishments made. If requested, a studio format can be utilized. This course is graded pass/fail. Second year. Spring.

MSCI 5025. Research Extension. This course allows for an extension on the research project.

MSCI 5028. Data Management. The objective of this elective course is to teach students the fundamentals of research data planning, col-lection, storage, dissemination and manipulation. Several software tools will be employed, but primary ideas should transcend individual applications(especially versions) and ultimately serve students by provid-ing tools for use in data management for clinical investigation. Spring al-ternate even years.

MSCI 5029. Research Ethics and Scientific Integrity. This course is a systematic examination of the ethical concepts and standards of biomedi-cal science and research integrity. Its aim is to provide trainees in the bio-medical sciences and clinical research a framework in which to recognize, examine, resolve, and prevent ethical conflicts in their professional work. First year. Summer.

MSCI 5030. Epidemiology I. Introduction to epidemiology with an em-phasis on clinical practice. Includes use of data to study disease etiology, prognosis and treatment. concepts of interpreting tests, predicting out-comes, choosing treatments and reading medical literature emphasized. First year. Fall.

MSCI 5044. Clinical Trials. Design and data analysis for clinical trials in biomedical research. Primary topics include specification of objectives, ethical guidelines, randomization, blinding, design options, sample size determination and data analysis appropriate for non-standard designs such as crossover, nested, factorial and group allocation designs. Other topics include role of clinical trials in FDA drug approval process, meta-analysis and management of clinical trial data. Emphasis is on practical use of methods rather than formal statistical theory. Summer.

MSCI 5099. Independent Study. Students may choose a topic for in-dependent study.

Health Professions EducationCourses leading to the Master of Health Professions Education

MHPE 5510. Introduction to Capstone Project. The Capstone project serves as a demonstration of competency in the program. Proposal possi-bilities will ordinarily be completed in a cohort team and assigned from a list of approved projects solicited from health professions schools. The project will be developed in collaboration with a faculty mentor, who will serve to guide the student through the completion of the project during the spring semester, Year 2. Students will continue to meet with mentors throughout the program to sustain sufficient project progress. First year. Fall [1]

MHPE 5511. Proseminar In Health Professions Education: Topics, Issues, and Educational Scholarship. This course is designed to intro-duce students to current issues facing health professions education in preparation for a topic for inquiry for the program capstone project, and as elaborated by the ideas of educational scholarship of Boyer & Glassic. First year. Fall [2]

MHPE 5512. How People Learn: Learning Theories and Research. This course is a survey of selected theories and principles of learning and the research that informs them as they address the active engagement of students, their learning for deep understanding, the demonstration of their competence and our best practices of teaching that support learning. First year. Fall [3-4]

MHPE 5513. Logic of Systematic Inquiry: introduction to Experi-mental and Quasi-experimental Designs. Students will focus on both experimental and quasi-experimental research methodologies and threats to valid conclusions from these designs. The course will also address the critical evaluation of reports, library research skills, and organizing an inte-grative review of existing theory and research. First year. Spring [4]

MHPE 5514. Survey Design and Research. This is an introductory course on survey research methods, with an emphasis on surveys in organizations. The objective is to provide students with the knowledge and tools necessary to design survey tools, conduct survey research, and interpret survey results. First year. Spring [2]

MHPE 5515. Principles of Assessment: Measurement Theory, Assessment Principles and Tools. Students will examine the compre-hensiveness, validity, precision, feasibility, and educational considerations of select assessment methods of learners in health professions education; students will survey tools and their appropriate application to determining the outcomes of learning. Normative and mastery models of learning and implications for the quality of assessment tools under each model will be discussed. First year. Summer [2]

MHPE 5516. Qualitative and Quantitative Analytic Methods. The focus of this course is on the basic tools of analysis from both quantita-tive and qualitative design perspectives. The course will include a critical analysis of commonly used quantitative methods, an introduction to quali-tative methods, and mixed methodologies for combining these two often dissimilarly held approaches. First year. Summer [4]

MHPE 5520. Instructional Design and Strategies for Learning. This course offers a critical examination of various instructional designs and strategies that give students the opportunity to learn and practice to achieve the results desired from instruction. Second year. Fall [3]

MHPE 5521. Curriculum Development and Improvement: Continu-ous Quality Improvement. This course offers a systematic approach to developing courses, programs, and other curricula by starting with outcomes and impact desired and working backwards to specify results, learning activities, and resources required. Students will be introduced to the principles of sustained curricular improvement through a continuous quality improvement process. Second year. Fall [3]

MHPE 5522. Leadership Theory and Behavior. This course provides an overview of the theories and best practices correlated to effective lead-ership. The major foci will be an examination of leadership competencies; customization of leadership strategies based on individual, team, and organization dynamics; and how leaders maximize personal and organiza-tional effectiveness. Second year. Spring [3]

MHPE 5523. Innovation and Leading Change. This course offers an examination of the role of leadership in the disruptive nature of innovation. Included will be vision building, strategies for managing barriers to change, engaging champions, and preventing change fatigue from derailing initia-tives. Second year. Spring [3]

MHPE 5524. Topics in Health Professions Education Leadership. Selected readings will be designed for the student to bring together the full spectrum of the program goals to reflect upon the ways in which leaders act as change agents within teams. Second year. Summer [2]

MHPE 5525. Capstone Project. The Capstone Project offers an oppor-tunity for students to address a substantial issue related to their profes-sional work and to design and implement a scholarly approach toward its solution. The project must be of suitable scholarship that it will stand for critical analysis to a local, regional, or national peer group. All students are required to present their work in a Capstone Project Day to complete their degree requirements. Second year. Summer [4]

MHPE 5530. Independent Study: Special Topics in Health Profes-sions Education. This is a required course to give students an opportu-nity to gain further knowledge and skills in a focused area that are not cap-tured by the core program threads. The study will be individually crafted under the guidance of an advisor to offer a wide range of possible experi-ences, with the approval of the program director. [2]

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MHPE 5531. Independent Study: Curriculum Development, Instruc-tional Design and Assessment Topics in HPE. This course gives stu-dents an opportunity to gain further knowledge and skills through a focus study of curriculum, instruction and assessment issues in health profes-sions education. The study will be individually crafted under the guid-ance of an advisor to offer a wide range of possible experiences, with the approval of the program director.

MHPE 5532. Independent Study: Leadership as Change Agent Topics in HPE. This course gives students an opportunity to gain fur-ther knowledge and skills through a focus study of issues related to lead-ing change in health professions education. The study will be individually crafted under the guidance of an advisor to offer a wide range of possible experiences, with the approval of the program director. [2]

MHPE 5533. Independent Study: Scholarly Topics in Health Pro-fessions Education. This course gives students an opportunity to gain further knowledge and skills through a focused study in developing a researchable question that contributes to our best practices in health pro-fessions education. The study will be individually crafted under the guid-ance of an advisor to offer a wide range of possible experiences, with the approval of the program director. [2]

AudiologyCourses leading to the Doctor of Audiology

AUD 5227. Anatomy and Physiology of Hearing Mechanisms. A comprehensive description of the anatomy and physiology of the periph-eral and central auditory systems in normal and impaired populations. In-cludes a clinically oriented review of neuroanatomy focused on the major sensory and motor pathways. Fall.

AUD 5303. Hereditary Hearing Loss. Hereditary aspects of hearing loss in infants, children, and adults. Genetic bases of hearing loss, modes of inheritance, characteristics of syndromic and non-syndromic hearing losses. Collaboration with geneticists and genetic counselors. Recent de-velopments and issues in evaluating and managing patients with genetic hearing loss. Summer.

AUD 5310. Measurement of Hearing. The theory and practice of hearing measurement, with emphasis on routine clinical and screening audiometric techniques, testing environment, audiometric standards and calibration, applied impedance measurements, and interpretation of au-diometric tests. Fall.

AUD 5318. Educational Audiology and Aural Habilitation for Chil-dren. A survey of approaches to aural rehabilitation for children. Specific focus will be on intervention for children with hearing loss in educational and other habilitative settings. Spring.

AUD 5325. Pediatric Audiology. A survey of methods and procedures used in the evaluation of the auditory function and management of neo-nates, infants, and young children. Includes identification and intervention procedures. There will be review of special populations of children with hearing loss. Fall.

AUD 5327. Hearing Loss and Speech Understanding. This course examines various factors that may affect the speech understanding of per-sons with hearing loss. The contribution to the unaided and aided speech understanding of persons with hearing loss of (1) subject factors, such as degree of hearing loss, and deficits in frequency and temporal resolution, and (2) environmental factors, such as the level and type of background noise, reverberation, and talker characteristics, will be examined. Methods for predicting speech understanding will also be discussed. Spring.

AUD 5328. Psychoacoustics. Psychoacoustic theory and methods. Audi-tory perception in normal hearing and hearing impaired subjects. Spring.

AUD. 5332. Pathology of the Auditory System. A study of pathologies involving the peripheral auditory system arising from genetic factors, dis-ease, and trauma, with emphasis applied to presenting signs/symptoms, and medical/audiological management. Fall.

AUD. 5333. Microbiology and Pharmacology for Audiology. An examina-tion of the microbial etiology and pathogenesis of acute otitis media and those microbial/host/environmental risk factors associated with infection, the primary mechanisms of antimicrobial resistance commonly encoun-tered in middle ear infections, and how this process impacts upon the therapeutic selection of an antimicrobial agent. The course will identify the potential role of biofilm formation in the middle ear as a potent virulence factor for recurrent disease. Spring.

AUD 5337. Auditory Clinical Electrophysiology. This course will cover basic concepts in electrophysiological and electromagnetic recordings (e.g., electrode types/uses, far and near field recordings, volume conduc-tion, dipole sources). Recording of both near and far-field electrical re-sponses emitted by peripheral and central nervous system will be studied. Recording techniques and interpretation of conventional clinical evoked potentials (e.g., electrocochleography, auditory brainstem response, so-nomotor responses, electroneurography) will be covered. Special topics will include: audiometric applications of these evoked potentials (e.g., for infant hearing screening and special needs populations, and intraop-erative neurophysiological monitoring). There will be extensive laboratory practica conducted within and outside the classroom. Spring.

AUD 5339. Amplification I. Background and development of the design of hearing aids, ear mold acoustics, electroacoustic characteristics, per-formance standards and measurement techniques, clinical selection and evaluation procedures. Corequisite: AUD 5340. Spring.

AUD 5340. Lab: Amplification I. Laboratory that stresses instruction and practice in basic hearing aid techniques including Otoscopic examina-tion, ear impressions, electroacoustic evaluation and probe microphone techniques. Corequisite: AUD 5339. Spring.

AUD 5345. Amplification II. Advanced topics in amplification including advanced probe microphone techniques, single and multi-channel com-pression systems, analog and digital signal processing, and current and emerging prescriptive and fitting verification methods. Fall.

AUD 5346. Vestibular Sciences I. This course offers an in-depth ap-proach to the basic assessment of the dizzy patient. Subject matter will in-clude; where the vestibular system assessment falls in the audiology scope of practice, detailed anatomy and physiology of the peripheral and central vestibular, ocular motor, and postural control systems; bedside testing, in-troduction to both electrical and video techniques for recording the ves-tibulocular reflex; case history and bedside assessment of the dizzy patient, and the technique and interpretation of video and electronystagmography. Students will be expected to conduct practica outside the classroom. Fall.

AUD 5347. Vestibular Sciences II. This course will focus on the descrip-tion of advanced assessment techniques including whole body, yaw axis sinusoidal harmonic acceleration testing and step testing, and techniques for the assessment of the otolith system including on and off-axis centrifu-gation, and both cervical and ocular vestibular evoked myogenic poten-tials. A module will be taught on the topic of peripheral and central disease and disorders affecting the vestibular system. Embedded in this module will be a section describing the multidimensional assessment of falls risk, disequilibrium of aging and the medical/surgical and non-medical man-agement (i.e., vestibular rehabilitation) of vestibular system impairments. A final module will focus on how results of the vestibular test battery form predictable patterns. Students will be expected to conduct practica out-side the classroom. Prerequisite: Successful completion of Vestibular Sci-ences I. Summer.

AUD 5350. Vestibular Sciences III: Sensory and Motor Control of Posture. This course will cover the neural mechanisms of postural control. Multisensory integration and biomechanics that contribute to static and dynamic posture will be explored. Normal and abnormal development, ag-ing, and learning will be presented. The effects of pathology on postural control will be discussed. Technology including computerized dynamic posturography will be used to demonstrate concepts. Prerequisite: Suc-cessful completion of Vestibular Sciences I and II, or permission from the instructor. Fall.

AUD 5353. Amplification III. Design and evaluation of auditory prosthe-ses for listeners with hearing loss. Industrial audiology including testing,

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training, and intervention protocols. A discussion of noise levels, OSHA guidelines, noise-induced hearing loss, and hearing protection in work and leisure activities. Spring.

AUD 5354. Cochlear Implants. This course covers basic principles of electrical stimulation of neural tissue, cochlear implant design, as well as the history of cochlear implants. Further it will cover current issues in the medical, audiological, speech/language, and educational management of adults and children with cochlear implants -- emphasis on multidisciplinary team function. Prerequisite: AUD 5318. Spring.

AUD 5355. Clinical Externship. Graded pass/fail. Fall, Spring, Summer.

AUD 5359. Audiometric Instrumentation and Calibration. An introduc-tion to fundamental concepts in electronics and computer science and to instrumentation used in the hearing clinic or research laboratory for produc-ing, measuring, and analyzing audio signals. Standards and procedures for calibration measurements, with practical hands-on experience. Fall.

AUD 5361. Family-Centered Counseling and Interviewing. Examines the helping relationship in the clinical process, counseling theory relative to audiology practices, and principles and methods of effective clinical interviewing and counseling. Summer.

AUD 5362. Sign Language for Audiologists. This introductory course includes basic communication skills of American Sign Language (e.g., non-manual markers, finger spelling, numbers, basic vocabulary, classi-fiers, ASL linguistic structure), the sign system continuum, culture implica-tions, and media resources available. Spring, Summer.

AUD 5363. Hearing and Aging. A survey of major concepts in gerontol-ogy, including demographics, psychosocial aspects of aging, biology of aging, and clinical conditions of the older adult. Physiological changes within the aging auditory system, and clinical issues in audiological as-sessment and intervention with older hearing-impaired patients. Fall.

AUD 5365. Business and Financial Management. An overview of ac-counting practices, marketing, and operations management as they relate to management of an audiology practice. Topics discussed include finan-cial reporting, budgeting, pricing, billing and coding, regulatory issues, and human resource management. Students are required to design an audiol-ogy practice and develop a business plan as part of this course. Spring.

AUD 5367. Professional Issues and Ethics for Audiologists. Exam-ines professional issues in audiology including malpractice, quality im-provement, marketing, credentialing, diversity, and legislation. Emphasis will be given to issues of ethics and clinical integrity in the practice of the profession of audiology. Fall.

AUD 5368. Clinical Research Design and Statistical Analysis. Cov-ers reliability, internal and external validity of group study designs, single subject designs, basic descriptive and inferential statistics, core measures in epidemiology, and conventions for reporting statistics. Summer.

AUD 5374. Overview of Intraoperative Monitoring. A basic introduc-tion to intraoperative neurophysiologic monitoring, including observation time in the operating room. May Session.

AUD 5580. Introduction to Clinical Case Conference. This course introduces students to the weekly case conference where clinical case studies will be presented. Fall.

AUD 5581. Capstone I. Capstone projects may take several forms in-cluding research-based investigations, evidence-based position papers, business plans, critical literature reviews with applications to clinical prob-lem solving, grant proposals, development of clinical protocols based on published research findings, etc. In Capstone I, students will identify an appropriate capstone committee and define their capstone projects and submit and defend a capstone proposal. Fall, Spring, Summer.

AUD 5582. Capstone II. In Capstone II, students will complete their cap-stone project. The capstone project culminates in an oral defense of a formal manuscript which has been submitted to the student's capstone committee. Fall, Spring, Summer.

AUD 5583. Practicum and Clinical Case Conference. This course in-cludes attendance at weekly case conferences where clinical case studies

will be presented. The grade for this class will include clinical performance and attendance. Fall, Spring.

AUD 5584. Independent Practicum. This course allows students to continue work toward degree requirements. Fall, Spring, Summer.

AUD 5586. Summer Practicum. This course includes attendance at weekly case conferences where clinical case studies will be presented. The grade for this class will include clinical performance and attendance. Summer.

Education of the DeafCourses leading to the Master of Education of the Deaf

MDE 5207. American Sign Language. This intermediate course in American Sign Language includes a more in depth look at the linguistics of ASL (e.g., morphology, phonology, syntax, and semantics) and current readings and research in the field. Prerequisite: 3 credit ASL/Sign Lan-guage Class. Offered as needed. Spring.

MDE 5207. American Sign Language I. This introductory course in-cludes basic communication skills of American Sign Language and "con-tact" language (e.g., nonmanual markers, fingerspelling, numbers, basic vocabulary, and classifiers), the sign system continuum, culture implica-tions, and media resources available. Open to all Hearing and Speech students. Requires faculty approval. Fall only.

MDE 5208. American Sign Language II. This is an intermediate course in American Sign Language that includes an in-depth look at the linguistics of ASL (e.g., morphology, syntax, phonology, and semantics) and current readings and research in the field. Prerequisite: One 3-credit, college level course in ASL. Requires faculty approval. Spring only.

MDE 5308. Language and Literacy in Children with Hearing Loss. This course presents an overview of normal language acquisition and the challenges imposed by a hearing loss. A variety of methods and materials to develop oral and written language and reading will be included. Practi-cal methods of assessment, supportive strategy development, and cur-ricular adaptations for children with hearing loss will be explored. Summer.

MDE 5312. Psychology and Culture of the Deaf. Presentation and discussion of significant historical and current issues relating to the deaf population. Primary focus will be on psychological development, educa-tional/methodological models, and deaf culture. Although the principal focus is on the psycho/social and cognitive/intellectual development of deaf individuals through the lifespan, a general survey of other areas of exceptionality is made with emphasis on the implications for the deaf child with additional disabilities and/or special needs. Spring.

MDE 5320. Introduction to Amplification for Infants and Children. Designed for deaf education and speech-language pathology students. Current issues and trends in conventional amplification for infants and children. Selection, fitting, verification, and validation of traditional amplifi-cation options will be addressed including directional vs. omnidirectional microphones, analogue vs. digital instruments, monaural vs. bilateral fit-tings, and real-ear measures vs. functional aided gain. Hearing aid reten-tion, maintenance, and troubleshooting techniques are addressed. Fall.

MDE 5322. Children with Hearing Loss and Additional Disabilities. A survey of methods, procedures, and observational techniques used in the identification and evaluation of children with physical, cognitive, and/or emotional disabilities. An interdisciplinary perspective informs the course with particular attention to identifying characteristics of special popula-tions that are atypical of children with hearing loss. Summer.

MDE 5354. Cochlear Implants. This course covers basic principles of electrical stimulation of neural tissue, cochlear implant design, as well as the history of cochlear implants. Further it will cover current issues in the medical, audiological, speech/language, and educational management of adults and children with cochlear implants -- emphasis on multidisciplinary team function. Prerequisite: AUD 5318. Spring.

MDE 5356. Internship/Externship: MDE/Specialty Track. A three-week, intensive, full-time clinical or classroom placement during the month

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of May in an auditory-oral environment designed specifically to meet the student's individual interests and needs. Summer, Spring.

MDE 5358. Field Experience in Deaf Education. Students will de-velop appropriate skills for providing services to children with hearing loss in group settings; will collaborate with professionals in audiology and speech/language pathology; will plan sessions for family-centered intervention emphasizing communication development or plan lessons; will prepare or review individual family service plans (IFSPs) or individual education plans (IEPs); will assess speech, language, listening, cognitive, motor, and social development of children and will evaluate effectiveness of services. Fall, Spring, Summer.

MDE 5372. Seminar in Deaf Education. Supports student development of organizational skills that will facilitate the completion of requirements for the master's degree in education of the deaf and the transition from graduate school to a profession in deaf education. Emphasis is placed on the development of a professional portfolio, a review of certification requirements, and skill development in job searching including resume writing and interviewing skills. Spring.

MDE 5390. Curriculum and Methods for Deaf Children. Presentation and discussion of current issues, methods, and materials involved in pro-viding successful educational programming for children with hearing loss both in special programs and in inclusionary settings. This includes the adaptation of regular curriculum and instructional procedures for students with hearing impairments. Focus is on assessment of academic skills and individualizing instruction. Students gain practical experience in planning, carrying out, and evaluating lessons and are exposed to a variety of edu-cational materials and methods. Spring.

MDE 5392. Teaching Children with Hearing Loss to Listen and Speak: Early Childhood Development. Theories of and methods for developing auditory perception and spoken language skills in deaf and hard-of-hearing children. The purpose of this course is to increase stu-dents' skills in assessing and developing speech, auditory functioning, and phonologic awareness in deaf and hard-of-hearing children in early childhood development. Fall.

MDE 5393. Teaching Children with Hearing Loss to Listen and Speak: Assessment. Theories of and methods for developing auditory perception and spoken language skills in deaf and hard-of-hearing chil-dren. The purpose of this course is to increase students' skills in assessing and developing speech, auditory functioning, and phonologic awareness in deaf and hard-of-hearing children. In the fall, the focus will be early childhood development. The focus of this course is assessment in early childhood. Spring.

MDE 5394. Teaching Children with Hearing Loss to Listen and Speak: Intervention. Theories of and methods for developing auditory perception and spoken language skills in deaf and hard-of-hearing chil-dren. The purpose of this course is to increase students' skills in assessing and developing speech, auditory functioning, and phonologic awareness in deaf and hard-of-hearing children. In the fall, the focus will be early child-hood development. The focus of this course is intervention. Summer.

MDE 5584. Independent Practicum. This course allows students to continue work toward degree requirements. This course is graded pass/fail. Fall, Spring, Summer.

MDE 5585. Independent Study and Readings in Deaf Education. Fall, Spring, Summer.

Speech-Language PathologyCourses leading to the Master of Science (Speech-Language Pathology)

SLP 5206. Anatomy and Physiology of Speech and Hearing Mecha-nisms. The basic processes of speech production, acoustics, and per-ception. Neuroanatomy, anatomy, physiology, acoustics, and acoustic correlates of sound features. Not intended for undergraduates and gradu-ate students outside the Department of Hearing and Speech Sciences. Spring.

SLP 5240. Introduction to Clinical Practicum. This course is for first year, first semester MS-SLP graduate students. Topics covered will in-clude professionalism, safety issues, components of therapy session and time management, data collection, behavior management, learning objec-tives/goal setting, implementing treatment plans, treatment approaches for various diagnoses. This course is graded pass/fail. Fall.

SLP 5290. Child Language Impairments I: Nature. This course is the first in a three-course sequence on child language impairment. The focus of this course is on the characteristics of children with primary as well as secondary language impairment. Students will read the primary research literature (a) to learn skills for comprehending and interpreting the research literature, and (b) to gain knowledge on the linguistic and non-linguistic skills of subgroups of children with language impairment and children at risk for academic failure. In addition, an overview of the Individuals with Disabilities Education Act is provided. The lab component develops basic skills in language sample analysis. Fall.

SLP 5291. Child Language Impairments II: Assessment. This course is the second in a three-course sequence on child language impairment. The primary focus is assessment of developmental and academic oral lan-guage skills, birth through high school, with a secondary focus on reading, writing, and intellectual assessment. Assessment measures include devel-opmental scales, commercially published norm-referenced measures, cri-terion-referenced instruments, research-validated experimental measures, and progress monitoring tools. In addition, students will gain knowledge and skills in collaborating with families and teachers on assessment of children's linguistic abilities. Students will develop knowledge and skills to select and implement appropriate assessment instruments, to interpret assessment findings for differential diagnosis and IDEA eligibility, for de-termination of child and family strengths and needs, and to apply assess-ment findings for describing present level of performance, writing IEP/IFSP goals and objectives, and planning intervention. The lab component of this course will focus on application and practice of assessment measures and interpretation of assessment findings for families and teachers. Fall.

SLP 5292. Child Language Impairments III: Intervention. This course is the third in a three-course sequence on child language impairments. The focus is evidence-based interventions that develop linguistic skills, primarily preschool through high school. The primary focus is on oral lan-guage skills, but literacy skills will be addressed as well (emergent literacy, decoding, spelling, reading comprehension, written expression). Interven-tion methods will include direct interventions with children as well as col-laborative interventions delivered in conjunction with teachers and families. Students will learn to comprehend and interpret intervention research, to apply research to practice and explain the evidence base for specific clini-cal decisions, and to understand IDEA as it relates to school-based inter-vention. The lab component of the course focuses on the implementation of specific intervention strategies, procedures, and programs. Spring.

SLP 5300. Neurology of Speech and Language. The structure and function of the nervous system, with emphasis on the neural mechanisms of speech and language. Neurologic conditions producing speech and language disorders are surveyed. Fall.

SLP 5301. Acoustics and Perception of Speech and Speech Disor-ders. An examination of the processes of speech production, acoustics, and perception. Emphasis on relevant literature and research techniques in speech science. Fall.

SLP 5304. Child Language Acquisition. The components and pro-cesses of normal language development. Relations between language ac-quisition and social and cognitive aspects of child development as well as literacy development. Survey of developmental psycholinguistic research. This course is appropriate for graduate students with or without previous coursework in language development. Fall.

SLP 5305. Clinical Principles and Procedures. Presentation and dem-onstration of clinical principles and procedures applicable in communica-tion sciences and disorders. Fall.

SLP 5311. Stuttering. Significant research in the field of stuttering, with emphasis on etiology and therapy. The management of fluency distur-bances. Spring.

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SLP 5314. Articulation Disorders and Clinical Phonetics. The etiol-ogy, evaluation, and management of articulatory defects in children and adults. Prerequisite: consent of instructor. Fall.

SLP 5316. Motor Speech Disorders. A study of the nature and treat-ment of the adult and childhood dysarthrias and dyspraxias of speech. Management of infants and young children at neurological risk for de-veloping motor speech disability. Rights of the severely communicatively disabled. Spring.

SLP 5317. Traumatic Brain Injury. Pathophysiology of traumatic brain injury in children and adults unique and common sequelae, the evaluation and treatment of cognitive/communicative deficits, and special problems of the population. Prerequisite 5300 or 5331 or consent of instructor. Summer.

SLP 5319. Dysphagia. The study of the normal and disordered swallow in pediatric and adult populations. Anatomy and physiology, videofluoro-scopic and other assessment procedures, as well as various treatment alternatives and techniques are included. Fall.

SLP 5323. Communication in Autism Spectrum Disorders. The course addresses basic theories and principles associated with communi-cation assessment of and intervention for children with Autism Spectrum Disorders. Auditory characteristics, causative factors, classroom structure, behavior management, communication strategies, social and peer inter-action, and family-focused practices are also reviewed. This class also will provide an overview of typical social, play, and linguistic development compared to the features and behavioral characteristics of autism spec-trum disorders (ASD). Fall.

SLP 5324. Feeding and Swallowing Disorders in Children. This course focuses on the assessment, diagnosis, and management of dys-phagia in children including the role of the speech-language pathologist and multidisciplinary and family-centered, family-supported management. Prerequisite: SLP 5319. Spring.

SLP 5326. Speech Disorders in Craniofacial Anomalies. The etiology, diagnosis, and management of speech defects associated with craniofa-cial anomalies, with major emphasis on cleft palate. Summer.

SLP 5329. Augmentative and Alternative Communication Lab. This Lab in Augmentative and Alternative Communication (AAC) is designed to complement the in-class portion of the course. It will entail hands-on ex-periences/assignments that relate to real world AAC applications. This will include working on low- and high-tech AAC options with a view to clinical application in various populations.

SLP 5331. Aphasia. The study of aphasia in adults, including the neuro-nanatomical basis, etiologies, symptomatology, assessment, differential diagnosis, and treatment. Spring.

SLP 5335. Augmentative and Alternative Communication. This course will cover the theory, rationale, and methods for use of augmenta-tive and alternative communication (AAC) systems with patients with phys-ical, intellectual, and/or cognitive disabilities. Students will be exposed to various low- and high-technology AAC systems and learn how and when to apply each in the treatment of patients with complex communication needs. Fall.

SLP 5336. Voice Disorders. Theories of voice production, with empha-sis upon underlying mechanisms that cause vocal defects. Procedures for group and individual management. Summer.

SLP 5338. Research Methods in Communicative Disorders. Re-search techniques and procedures. Analysis of research examples from the literature. Study of design of experiment, data collection, statistical analysis, and presentation of research findings. Fall.

SLP 5348. Introduction to Audiology. An introduction to current prac-tice, issues, and trends in audiology. The following topics are discussed: acoustics, anatomy and physiology of the auditory system, common pa-thologies of the auditory system, assessment of auditory function, audio-gram interpretation, early identification and intervention, amplification and rehabilitation. This is an introductory course and is designed for students without previous coursework in this area of study. Fall.

SLP 5355. Clinical Internship/Externship. Sequence of clinical practi-cum placements over five semesters for speech-language pathology majors in clinical track. Designed to meet supervised practicum requirements for eventual certification by American Speech-Language-Hearing Association. Sequence of initial part-time internship placements in campus and other local facilities, followed by a full-time externship placement at one of many selected sites throughout the country or abroad. Spring, Summer.

SLP 5357. Professional Issues in Communication Disorders. Ex-amines various professional issues within the fields of speech-language pathology and audiology. For example, ethics, malpractice, quality im-provement, marketing, reimbursement, multicultural sensitivity, and fed-eral legislation. Spring.

SLP 5360. Voice Specialty Track Acute Care Experience. This course is designed to expose students to clinical practice in an acute care setting as it pertains to voice and upper airway disorders. Students will observe diagnosis and treatment of communication and swallowing disorders in patients with laryngectomy and other head and neck cancers, in patients with tracheostomy and on ventilators, and with other populations as avail-able. Students will have the opportunity to provide some direct patient care. This course is graded pass/fail. Summer.

SLP 5361. Family-Centered Counseling and Interviewing. Examines the helping relationship in the clinical process, counseling theory relative to speech-language pathology practices and principles and methods of effective clinical interviewing and counseling. Spring.

SLP 5369. Master's Thesis Research. Master's Thesis Research. This course is graded pass/fail. Fall, Spring, Summer.

SLP 5378. Advanced Voice Instrumentation and Lab. This advanced seminar will discuss the theoretical foundations and practical applications of instrumentation and technology in the assessment and treatment of voice and voice disorders. The focus will be on the development of ad-vanced skills and training in the use of instrumentation and technology in research and clinical practice. Summer. This course is graded pass/fail.

SLP 5388. Independent Study/Readings in Speech Pathology. In-dependent Study/Readings in Speech Pathology. Fall, Spring, Summer. Varies.

SLP 5391. Advanced Voice Research and Rehabilitation. This ad-vanced seminar will discuss historical and current research in the as-sessment and treatment of voice disorders. Emphasis will be placed on understanding the theoretical basis of clinical practice in voice and apply-ing standards of evidence-based practice to evaluating therapeutic meth-ods. Prerequisites—Enrolled as master's degree student in Hearing and Speech Sciences Program. This course is graded pass/fail. Fall.

SLP 5583. Practicum and Clinical Case Conference. This course in-cludes attendance at weekly case conferences where clinical case studies will be presented. The grade for this class will include clinical performance and attendance. Fall, Spring, Summer.

SLP 5584. Independent Practicum. This course allows students to continue work toward degree requirements. This course is graded pass/fail. Fall, Spring, Summer.

SLP 5587. Advanced Clinical Practicum/Case Conference. This course includes attendance at weekly case conferences where clinical case studies will be presented. It reflects additional load of clinical train-ing. The grade for this class will include case conference attendance as well as clinical performance and attendance. Prerequisite: 4 credits of SLP 5583. Spring.

Laboratory InvestigationCourses leading to the Master of Laboratory Investigation

MLI 1010. Lab Theory I. This is a lecture and hands-on course designed for M.L.I. students and covers methods for the production, detection, molecular biological and immunological characterization, purification, and conjugation (e.g., to beads, biotin, dyes, enzymes, etc.) of recombinant proteins and antibodies for research use. Fall, Spring, Summer.

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MLI 1011. Lab Theory II. This is a lecture and hands on course designed for M.L.I. students and covers methods for the production, detection, im-munological characterization, purification, conjugation (e.g., to beads, bio-tin, dyes, enzymes, etc.), and assay development of hybridoma monoclo-nal antibodies for research use. Fall, Spring, Summer.

MLI 1040. Responsible Conduct in Research. This required course includes formal lectures and small group discussion on a range of issues encountered in research activities. Included are responsibilities of the in-vestigator and the university to the federal government; scientific miscon-duct; ethical use of animals in research; ethics of publication, lab manage-ment, and grant writing. Summer.

MLI 2010. Lab Management. This course is designed for M.L.I. stu-dents and covers university, departmental, and laboratory organization, team building, budget management, problem resolution, record keeping, notebook and electronic data base management, IACUC and IRB proto-col writing, etc. Spring.

MLI 2200. Foundations in Introductory Biochemistry. An introductory course covering fundamental concepts in biological chemistry. Topics in-clude amino acids, proteins, enzymology, and basic carbohydrate and fat metabolism. MLI students only. Summer.

MLI 3010. Thesis Research and Defense. This course is designed for students who choose the thesis track and will develop a research project and thesis under the direction of a mentor. Fall, Spring, Summer.

MLI 3020. Research Project. This course is designed for students who choose the modified research track. Students will conduct research and present their research formally, but a thesis will not be a requirement. Re-search must be conducted outside of one's job requirements. Fall, Spring, Summer.

MLI 3025. Independent Study. This course allows a student to pursue indi-vidualized professional research or training goals. Fall, Spring, Summer.

MLI 3030. Training and Techniques I. This course is designed for stu-dents with a strong academic/research background who are strengthen-ing their laboratory techniques. Students will conduct laboratory research on a project designed by a highly skilled faculty/research scientist pre-ceptor. Includes technical instruction, critical data analysis, experimental design, and literature review. Fall, Spring, Summer.

MLI 3031. Training and Technique Modules: Microscopy. Eight-week modules conducting laboratory research on a project designed by a fac-ulty preceptor. Includes technical instruction, critical data analysis, experi-mental design, and literature review. Summer.

MLI 3032. Training and Technique Modules: RT-PCR. Eight-week modules conducting laboratory research on a project designed by a fac-ulty preceptor. Includes technical instruction, critical data analysis, experi-mental design, and literature review. Spring.

MLI 3035. Training and Techniques II. This course is designed for stu-dents with a strong academic/research background who are strengthen-ing their laboratory techniques. Students will conduct laboratory research on a project designed by a highly skilled faculty/research scientist pre-ceptor. Includes technical instruction, critical data analysis, experimental design, and literature review. Fall, Spring, Summer.

MLI 3040. Training and Technique Modules: Fluorescence Activat-ed Cell Sorting. Students will learn basic to advanced techniques for using the most advanced Flow Cytometers in use today. This course will include some history of the technology as well as the Eisteinian principles that are the foundation of this technology while practically applying the lessons they learn first-hand on instruments in the Flow Cytometry Core lab. There will be two classes per week for eight weeks culminating in the challenge of applying what students have learned to diagnose and repair a non-functional cytometer. Spring.

MLI 3041. Training and Technique Module: Immunohistochemistry and Immunofluorescence. Immunohistochemistry (IHC) and immuno-fluorescence (IF) is a lecture and hands-on techniques course designed to teach students the principles and procedures needed to conjugate an-tibodies to biotin, dyes and enzymes and to use conjugated antibodies to detect antigens present in tissue samples at the microscopic level.

Medical PhysicsCourses leading to the Doctor of Medical Physics

Diagnostic RadiologyRAMD 5301. Medical Physics Seminar I. Topics in medical imaging, techniques and applications. Fall, Spring.

RAMD 5313. Clinical Diagnostic Physics. Instrumentation and ap-plication of physics to clinical diagnostic imaging procedures including radiographic and fluoroscopic x-ray, CT, MRI, nuclear medicine, and ul-trasound. Fall.

RAMD 5317. Laboratory In Clinical Diagnostic Physics. Laboratory In the application of principles, techniques, and equipment used in ra-diographic and fluoroscopic x-ray, CT, MRI, nuclear medicine, and ultra-sound. Fall.

RAMD 5390. Master's Independent Study (Diagnostic). Introductory problem solving topic in diagnostic medical physics including data taking, analysis, and write-up.

RAMD 5391. Medical Physics Diagnostic Practicum I. Experience and training in a diagnostic physics clinical setting; instrumentation meth-odology, calibration, and quality assurance. This course also includes di-agnostic radiology patient interaction, clinical conference attendance, and review of imaging techniques in radiology.

RAMD 5392. Medical Physics Diagnostic Practicum II. Experience and training in a diagnostic physics clinical setting; instrumentation meth-odology, calibration, and quality assurance. This course also includes di-agnostic radiology patient interaction, clinical conference attendance, and review of imaging techniques in radiology.

RAMD 5393. Doctoral Independent Study I. Advanced problem solv-ing topic in diagnostic medical physics including literature survey, data taking, analysis, and manuscript submission.

RAMD 5394. Doctoral Independent Study II. Advanced problem solv-ing topic in diagnostic medical physics including literature survey, data taking, analysis, and manuscript submission.

RAMD 5395. Medical Physics Clinical Rotations I. Advanced expe-rience and clinical training in a diagnostic radiology department setting; instrumentation (methodology and calibration), quality assurance, and problem solving. For third- and fourth-year doctoral students. Fall, Spring, Summer.

RAMD 5396. Medical Physics Clinical Rotations II. Advanced expe-rience and clinical training in a diagnostic radiology department setting; instrumentation (methodology and calibration), quality assurance, and problem solving. For third- and fourth-year doctoral students. Fall, Spring, Summer.

RAMD 5397. Medical Physics Clinical Rotations III. Advanced expe-rience and clinical training in a diagnostic radiology department setting; instrumentation (methodology and calibration), quality assurance, and problem solving. For third- and fourth-year doctoral students. Fall, Spring, Summer.

RAMD 5401. Medical Physics Seminar II. Topics in medical imaging, techniques and applications.

Therapeutic RadiologyRAMT 5248. Radiation Biophysics. Response of mammalian cells and systems to ionizing radiation, the acute radiation syndromes, carcinogen-esis, genetic effects, and radiobiological basis of radiotherapy. Fall.

RAMT 5301. Medical Physics Seminar I. Radiotherapy treatment tech-niques and current methodologies in clinical therapy physics. Fall.

RAMT 5304. Radiation Interactions and Dosimetry. Theory and in-strumentation of ionization measurements of high-energy photon and

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electron beams. Methods of radiation absorbed dose calculations for photons, neutrons, and charged particles. Spring.

RAMT 5311. Clinical Therapy Physics I. Instrumentation and applica-tion of physics to clinical radiotherapy procedures, equations for absorbed dose calculations, phantoms, methodologies in computerized treatment planning, and introduction to the special techniques of IMRT, RAPID ARC, and stereoradiosurgery. Fall.

RAMT 5312. Clinical Therapy Physics II. Photon and electron beam algorithms for dosimetry calculations. Methodologies in three-dimensional treatment planning with specific applications to radiotherapy. Spring.

RAMT 5314. Clinical Therapy Physics: Lab I. Introductory laboratory applications of physics to clinical radiotherapy procedures, experience with equipment in a modern clinical radiotherapy environment, and meth-odology and techniques for the verifications of simulated clinical proce-dures.

RAMT 5315. Clinical Therapy Physics: Lab II. Advanced laboratory applications of physics to clinical radiotherapy procedures, experience with radiotherapy physics equipment including measurement of absorbed dose using multiple dosimetry systems and techniques for the quality as-surance verification of special radiotherapy clinical procedures.

RAMT 5316. Brachytherapy Physics. Instrumentation and applications of physics to clinical brachytherapy procedures, equations for absorbed dose calculations including TG#43, methodologies in computerized treat-ment planning, and introduction to special techniques.

RAMT 5391. Medical Physics Therapeutic Practicum I. Experience and training in a radiotherapy physics clinical setting; treatment planning, instrumentation calibration, and quality assurance. This course also in-cludes radiotherapy patient interaction, clinical conference attendance, and review of treatment techniques in radiation oncology. Fall, Spring, Summer.

RAMT 5392. Medical Physics Therapeutic Practicum II. Experience and training in a radiotherapy physics clinical setting; treatment planning, instrumentation calibration, and quality assurance. This course also in-cludes radiotherapy patient interaction, clinical conference attendance, and review of treatment techniques in radiation oncology. Fall, Spring, Summer.

RAMT 5393. Doctoral Independent Study I. Advanced problem solv-ing in therapy medical physics including literature survey, data taking, analysis, and manuscript submission.

RAMT 5394. Doctoral Independent Study II. Advanced problem solv-ing in therapy medical physics including literature survey, data taking, analysis, and manuscript submission.

RAMT 5395. Medical Physics Clinical Rotations I. Advanced expe-rience and clinical training in a radiation oncology department setting; treatment planning, instrumentation calibration, quality assurance, and problem solving. For third- and fourth-year doctoral students. Fall, Spring, Summer.

RAMT 5396. Medical Physics Clinical Rotations II. Advanced ex-perience and clinical training in a radiation oncology department setting; treatment planning, instrumentation calibration, quality assurance, and problem solving. For third- and fourth-year doctoral students. Fall, Spring, Summer.

RAMT 5397. Medical Physics Clinical Rotations III. Advanced ex-perience and clinical training in a radiation oncology department setting; treatment planning, instrumentation calibration, quality assurance, and problem solving. For third- and fourth-year doctoral students. Fall, Spring, Summer.

RAMT 5401. Medical Physics Seminar II. Topics in clinical therapy physics, techniques and application. Fall.

Public HealthCourses leading to the Master of Public Health

PUBH 5501. Epidemiology I. This introduction to epidemiology focuses on measures of disease frequency and association, observational study design, and diagnostic and screening tests. The course reviews the use of these tools and the role of epidemiology in measuring disease in popu-lations, estimating risks, and influencing public policy. Study designs re-viewed include cross sectional, ecologic, case-control, and cohort studies. Enrollment is limited. Fall.

PUBH. 5502. Biostatistics I. Basic concepts and methods of biostatistics, including data description and exploratory data analysis, study design and sample size calculations, probability, sampling distributions, estimation, confidence intervals, hypothesis testing, nonparametric tests, analysis of continuous, categorical, and survival data, data analysis for cohort and case-control studies, relative risk and odds ratio estimation, and introduc-tion to linear and logistic regression. Enrollment is limited. Fall.

PUBH 5508. Epidemiology II: Non-randomized Study Design. The de-sign of non-randomized studies, including factors that are important in de-sign selection. The design of cohort studies, including rationale for use of the cohort study, prospective and retrospective cohort studies, assembly and follow-up of the cohort, exposure measurement, outcome ascertainment, confounders, effect modification, calculation of measures of occurrence and effect, summary of multivariate statistical analyses for cohort studies. The case-control study, including rationale for use, conditions necessary for validity of the case-control study, selection of controls, sources of bias in case-control studies, and multivariate analysis. The ecological study, in-cluding when to use and when to avoid. Designs to usually avoid: cross-sectional, case-series, and exposed-subject designs. The course includes didactic lectures and critical reading of important epidemiologic studies from the current medical literature. The latter encompasses discussion of the articles in small groups and structured presentation to the class. Prereq-uisite: Epidemiology I, Biostatistics II, Clinical Trials, or approval of instructor. Enrollment is limited to twenty-four students due to space restrictions, with priority given to M.P.H. and M.S.C.I. students. Spring.

PUBH 5509. Biostatistics II. Modern multivariate analyses, based on the concept of generalized linear models. Includes linear, logistic, and Poisson regression, survival analysis, fixed effects analysis of variance, and repeat-ed measures analysis of variance. Course emphasizes underlying similarity of these methods, choice of the right method for specific problems, com-mon aspects of model construction, and the testing of model assump-tions through influence and residual analyses. Prerequisite: Biostatistics I or consent of the course director. Enrollment is limited. Spring.

PUBH 5512. Decision Analysis in Medicine and Public Health. Of-fered every other year, this course will provide an overview of qualitative and quantitative decision making with a dominant focus on quantitative techniques for decision making, using clinical and economic endpoints and their role in clinical strategies of care and health policy. Topics include: cognitive heuristics, Bayes' theorem, ROC analysis, the study of diagnos-tic tests, meta-analysis, health states and utility measurement using ex-pected value decision making, decision tree analysis, Markov processes and network simulation modeling, quantitative management of uncertainty, cost theory and accounting, cost-effectiveness and cost-utility analysis. Students in the Epidemiology track of the M.P.H. program may substitute this elective course for a portion of the master’s thesis research credit. Of-fered every other year. Spring.

PUBH 5514. Social & Behavioral Science for PUBH. The course will address two core areas in health behavior research: (1) the measurement of knowledge, attributes, attitudes, and behaviors that are relevant to health behavior research, with a focus on scale development and (2) the dispositional and situational variables that underlie current theories of be-havior and behavior change, with current applications. Fall.

PUBH 5516. Environmental Health. This course will review the three key public health functions of assessment, policy development, and as-surance in relationship to environmental health issues. Topics covered will include public health surveillance activities including bioterrorism issues, food safety, air pollution, and genetics and public health. Students will

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learn where to obtain publicly available population data on health-related events from a variety of surveillance activities and special surveys. Fall.

PUBH 5517. Grant Writing and Scientific Communication. Principles of scientific written and oral communication with a focus on grant writing will be discussed. The principles of scientific grant writing will include how to write the background and significance, previous work, and methods sections. Students will review grants submitted to public health service study sections, participate in a mock study section, and prepare a sam-ple grant application. Enrollment limited to matriculates in the M.P.H. or M.S.C.I. programs. M.P.H. matriculates must have completed Epidemiol-ogy 2. Enrollment is limited. Summer.

PUBH 5518. Research Ethics. Presents issues in the responsible con-duct of research, including ethics, data management, research fraud, aca-demic misconduct, and conflict of interest. The course covers federal and institutional guidelines regarding research in human and animal subjects. Topics include vulnerable populations in research, confidentiality, and the Institutional Review Board (IRB). Instructor approval required. This course is graded pass/fail. Summer.

PUBH 5519. MPH Thesis Seminar. In this research seminar required as part of the M.P.H. Program, second-year students present the results of their master's thesis research. Each 40-minute presentation addresses the background and significance, methods, results, and public health/research implications. Presentations are scheduled through the course director on a first come, first served basis. Before presenting their work, students must obtain the approval of their thesis committee. Spring.

PUBH 5526. Global Health Project Development. This course focuses on development of the individual student's project including identification of a key global health question and design of a suitable project to address the question. Each student will present the background, methods, and limitations of the proposed project design in class. Enrollment is limited to students in the MPH program. Fall.

PUBH 5527. MPH Thesis Proposal Development. This course focus-es on development of the individual student's research protocol. Each student will present the background, methods, and limitations of their pro-posed research design in class. Each student will complete the research protocol for the student's master's thesis as a part of the course. Enroll-ment is limited to students in the M.P.H. program. Summer.

PUBH 5535. Global Health Practicum. Each student will participate in a global public health practicum which will provide students with opportuni-ties to develop practical skills and competencies in public health practice settings. This course is graded pass/fail. Summer, Fall, Spring.

PUBH 5535. Global Health Practicum. Each student will participate in a global public health practicum which will provide students with opportuni-ties to develop practical skills and competencies in publich health practice settings. This course is graded pass/fail. Summer, Fall, Spring.

PUBH 5536. Public Health Practicum. Each student will participate in a public health practicum which will provide students with opportunities to develop practical skills and competencies in public health practice set-tings. This course is graded pass/fail. Spring.

PUBH 5537. Health Services Administration: Health Care Systems. This course provides an overview of the organization, financing, and deliv-ery of health care. The course will review the complex inter-relationships among key stakeholders in the industry, how this structure has evolved over time, and how these system-wide challenges are likely to affect health care policy in the future. Prerequisite: Epidemiology II, Biostatistics II or approval of instructor.

PUBH 5538. Health Services Administration: Program and Policy Evaluation. The evaluation of changes in the health care delivery system, either through programs specifically implemented to achieve such chang-es or through changes in health care delivery/financing policies. The pri-mary designs—before/after, concurrent/retrospective control, interrupted time-series—and their strengths and limitations. Class will include didactic lectures and small group critical reading/presentation of current program/policy evaluations published in leading medical journals. Prerequisite: Epi-demiology II, Biostatistics II or approval of instructor. Offered every other year. Spring.

PUBH 5539. Health Services Administration: Public Health Deliv-ery. This course focuses on the organization, financing, and delivery of public health systems. Topics will include organization of public health systems, strategies for financing public health interventions, public health leadership and communications, emergency management, the interface between law, government, and public health, the delivery of public health in international settings, and cultural competency in public health systems. The course will include lectures, case studies of public health systems, and small group discussions. Fall.

PUBH 5540. Health Services Administration: Leadership and Man-agement in Global Health. The course introduces students to principles of management and leadership of global health programs and organiza-tions in complex and challenging environments. Students will explore diverse health systems, organizational behavior, health policy, program design, and core management techniques. Spring.

PUBH 5541. Foundational Skills in Global Health. This course intro-duces students to core research, field tools, assessment and implementa-tion techniques, and evaluation methodologies used commonly in the field of global health. Various theories and practices that are commonly used to analyze issues and intervene in global health are explored. A key objective of the course is to examine determinants of global health and development from an interdisciplinary vantage point. Health and developmental issues across nations and cultures that require collective (partnership-based) ac-tion are highlighted. The course is taught by an interdisciplinary faculty and external resource persons using didactic, interactive and practical ele-ments of instruction. This course may be taken as credit toward the Global Health Certificate and is offered to M.D. students as IGHM 5241. Spring.

PUBH 5542. Foundations of Global Health. This course introduces students to key topics, concepts and methods in global health, examin-ing determinants of complex issues and exploring multi-dimensional ap-proaches and interventions with a particular emphasis on low resource settings. Health and developmental issues across nations and cultures that require collective (partnership-based) action are highlighted by an in-terdisciplinary faculty using didactic, interactive and practical elements of instruction. At the conclusion of the course, students should be able to discuss research and evaluation methodologies commonly used in the field, identify key global health questions and design suitable projects that address the questions. This course is a requirement for the Global Health Certificate and is offered to M.D. students as IGHM 5240. Spring.

PUBH 5543. Informatics for Global Health Professionals. This course serves as an introduction to medical informatics with an emphasis on global health care settings. As global health bridges both patient care and public health, so informatics in this context covers both patient-based information systems and public health information systems. International cooperation on health information system issues has resulted in both ex-tensive knowledge repositories and a powerful set of tools and techniques that can be used by practitioners and researchers. The module consists of lectures with discussion and analysis as well as hands-on instruction with some software applications and electronic resources. This course may be taken as credit toward the Global Health Certificate. First and second year.

PUBH 5544. Ethics in Global Health. This course provides an overview of ethical issues and standards in global health, particularly with respect to ethics in international research. Its aim is to provide students in the health professions and others interested in global health with a framework in which to recognize, examine, resolve, and prevent ethical conflicts in their international work. Through readings, lectures and discussion, students will explore diverse historical and contemporary international perspectives on the concepts of ethics and health as well as formulating recommen-dations for prevention and resolution of ethical conflicts related to global health. This course may be taken as credit toward the Global Health Cer-tificate and for M.D. students as IGHM 5244. Spring.

PUBH 5546. Leadership Development in Global Health. This course is an introduction to leadership theory and practice, directed toward those who seek leadership positions in the area of global health. The course will draw on students' own experiences with leadership and seek to ex-tend their capacities to effectively lead in organizations. The course seeks to explore dimensions and competencies of leaders, define the abilities

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and traits of effective leadership and explore how students develop those requisite abilities. This course may be taken as credit toward the Global Health Certificate. First and second year.

PUBH 5548. Medical Anthropology. This course provides a framework for students to investigate and learn about the study of pain, illness, suf-fering, and healing in cultures around the world. This course is designed to introduce students to a broad range of medical anthropology topics, theoretical approaches and research techniques by examining case stud-ies on chronic illness, sorcery and traditional healing, modern pandemics, as well as treatment and illness expectations. Within these discussions, our focus will be comparative, investigating illness, misfortune, and healing in a number of societies from Mozambique, Uganda, South Africa, France, the United States, and Japan. Students will develop an appreciation for the culturally specific nature of illness, allowing them to better understand and treat patients from diverse cultural backgrounds. This course may be taken as credit toward the Global Health Certificate and is offered to M.D. students as IGHM 5248. Fall.

PUBH 5549. Case Studies in Tropical Diseases. This course will in-troduce tropical diseases and parasitology in a clinical case study format with student group leadership that is facilitated by faculty with substantial front-line tropical medicine training and experience. Written case proto-cols will be presented by faculty members and Infectious Disease fellows/Internal Medicine residents who will lead an interactive discussion involv-ing pathophysiology, clinical presentation, differential diagnosis, diagnosis and treatment. This course may be taken as credit toward the Global Health Certificate and is offered to M.D. students as IGHM 5249.

PUBH 5550. Global Health Politics and Policy. Global Health Politics and Policy introduces core global health problems facing the world's pop-ulations today and examines the efforts taken to improve health at a global level. It focuses on the social and political movements of global health is-sues and how these forces created and shaped global health policy both in the U.S. and among the G8 nations from 2000-2011. This course may be taken as credit toward the Global Health Certificate and is offered to M.D. students as IGHM 5250. Spring.

PUBH 5554. One Health: The Intersection of Animal, Environmental, and Human Health. The course objectives are to introduce students to the core concepts of One Health—the intersection of animal, environmen-tal, and human health, and to expose them to integrated trans-disciplinary approaches to global health problems. The online course will use lectures and case studies to illustrate how human, animal and environmental health are linked and students will participate in activities to design creative, inter-disciplinary interventions for a global health problem.

PUBH 5555. Global Health Nicaragua. This twelve-week course is de-signed to expose medical students to the basic health care systems of Nicaragua centered around a one-week trip to the country. Students will gain a basic understanding of the health care disparities between Nicara-gua and Nashville; understand the role of a visiting health care provider in global health stewardship; understand the role of DM, HTN, and nutrition among the Nicaraguan people. Students will work to educate Nicaraguan patients in diabetes, nutrition and cardiovascular health, and will educate the Vanderbilt community through a poster session upon their return. The class will be composed of didactic and small group case-based learning, several small group project designs, journal club, and clinic observation, culminating in a poster session. Pre or corequisite: Basic knowledge of Spanish or the Medical Spanish elective. This course may be taken as credit toward the Global Health Certificate and is offered to M.D. students as IGHM 5255.

PUBH 5556. Laboratory Technologies in Low-Resource Settings. Core laboratory principles, technologies, and applications used in the de-livery of care and the performance of clinical research in resource-limited settings. Strengths, limitations, and appropriate use of laboratory technol-ogies in the changing landscape of international research and clinical care.

PUBH 5599. MPH Thesis Research. The primary objective is comple-tion of the thesis project. The student will coordinate dissertation research activities with the thesis committee. Pass/Fail.

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AnesthesiologyCHAIR Warren S. SandbergPROFESSORS EMERITI M. Lawrence Berman, John J. Franks, Bradley

E. SmithPROFESSORS Jeffrey R. Balser, James Michael Berry, Stephen P.

Bruehl, David H. Chestnut, Eric Delpire, John W. Downing, William R. Furman, Michael S. Higgins, Marc Alan Huntoon, Lorri A. Lee, Addison K. May, Pratik P. Pandharipande, C. Lee Parmley, Neal R. Patel, Warren S. Sandberg, Andrew Shaw, Edward R. Sherwood, John Leeman Tarpley, Ann Walia, Matthew Bret Weinger

RESEARCH PROFESSOR Frank Emmanuel BlockADJUNCT PROFESSORS Jayant K. Deshpande, Jayakumar R. KambamASSOCIATE PROFESSORS Arna Banerjee, John Allan Barwise, Curtis L.

Baysinger, Jill K. Boyle, E. Jane Brock, Susan A. Calderwood, Kevin P. M. Currie, Suanne M. Daves, Robert J. Deegan, Brian S. Donahue, Susan S. Eagle, L. Jane Easdown, Jesse M. Ehrenfeld, Stephen Robert Hays, Elizabeth Heitman, Antonio Hernandez, C. Scott Hoffman, Kenneth J. Holroyd, Julie K. Hudson, Steve Alan Hyman, Benjamin W. Johnson, Avinash B. Kumar, Randall J. Malchow, Letha Mathews, Matthew D. McEvoy, Kathryn Ann Kelly McQueen, Mark W. Newton, Ramachander K. Pai, Ray L. Paschall, Michael A. Pilla, Mias Pretorius, Michael G. Richardson, Nahel N. Saied, Jonathan S. Schildcrout, Paul J. St. Jacques, Chad E. Wagner, Liza M. Weavind

RESEARCH ASSOCIATE PROFESSOR Daniel J. FranceADJUNCT ASSOCIATE PROFESSOR David D. AlferASSISTANT PROFESSORS Brian F.S. Allen, Nathan E. Ashby, Thomas

M. Austin, Claudia Benkwitz, Jeremy Bennett, Julian S. Bick, Frederic T. Billings, James L. Blair, Eswara C. Botta, Clifford Bowens, Brian C. Bridges, Eric R. Briggs, Christopher L. Canlas, Tekuila Carter, Meera Chandrashekar, Peter Anthony Chin, John M. Corey, William Timothy Costello, William Ben Cutrer, Jerod Scott Denton, Kurt F. Dittrich, Katherine Dobie, Brian R. Emerson, Jean-Terese Fischer, Geoffrey M. Fleming, Andrew David Franklin, Brad A. Grueter, Rajnish Kumar Gupta, John David Hall, Stephen T. Harvey, Christopher P. Henson, Douglas L. Hester, Alexander K. Hughes, Christopher G. Hughes, Elisabeth Lee Hughes, Tracy P. Jackson, Lisa M. Jaeger, Jason D. Kennedy, Jill Erin Kilkelly, Shannon Robert Kilkelly, Koffi Michael Kla, Humphrey Vo Lam, Jason S. Lane, Daniel F. Lonergan, Amanda N. Lorinc, Patrick O'Neal Maynord, Stuart McGrane, Tracy Jobin McGrane, Carrie Campbell McCoy Menser, Anne M. Miller, Roy C. Neeley, Kimberly K. Nesbitt, Thanh Tan Nguyen, Maryann Otto, Vikram P. Patel, Meenal K. Patil, Irina Gault Phillips, Vidya N. Rao, Stephanie B. Rasmussen, Amy C. Robertson, Daniel Roke, Thomas M. Romanelli, Brian S. Rothman, Kevin J. Saunders, Joseph J. Schlesinger, Rigoberto L. Sierra-Anderson, Andrew Harold Smith, Heidi A. B. Smith, Martha Jane Smith, Eric T. Stickles, Kyla P. Terhune, Vikram Tiwari, Jeffrey M. Waldman, Amr Ahmed Waly, Jonathan Porter Wanderer, Scott Christopher Watkins, Sally A. Watson, Sheena M. Weaver, Robert A. Wells, Gina M. Whitney, Laura Nicole Zeigler

RESEARCH ASSISTANT PROFESSORS Carrie A. Grueter, Jason M. Slagle

ADJUNCT ASSISTANT PROFESSORS Claude L. Ferrell, Ashok K. Saha, Geeta P. Wasudev, Madhu S. Yelameli

SENIOR ASSOCIATE Stephen T. BlanksASSOCIATES Raymond F. Johnson, Nimesh P. PatelINSTRUCTORS Ignacio J. Badiola, John Randolph Foster, Loren

Hemachandra, Amy Larsen Lynch, Kress R. Townley

BiochemistryCHAIR John D. YorkPROFESSORS EMERITI Graham F. Carpenter, Stanley Cohen, Carl G.

Hellerqvist, Tadashi Inagami, David E. Ong, Michael R. WatermanPROFESSORS Richard N. Armstrong, Richard M. Breyer, H. Alex Brown,

Richard M. Caprioli, Bruce D. Carter, Walter J. Chazin, David Cortez, Martin Egli, Stephen W. Fesik, F. Peter Guengerich, David L. Hachey, Scott W. Hiebert, Billy G. Hudson, Daniel C. Liebler, Neil Osheroff, Jennifer A. Pietenpol, Ned A. Porter, Carmelo J. Rizzo, Charles R. Sanders, Samuel A. Santoro, Kevin L. Schey, Michael P. Stone, Conrad Wagner, John D. York

RESEARCH PROFESSORS Zigmund A. Luka, Edward T. OlejniczakADJUNCT PROFESSORS Rodney Kiplin Guy, Rafael RadiASSOCIATE PROFESSORS Brian O. Bachmann, Brandt F. Eichman,

Tina M. Iverson, Dana Borden Lacy, David L. TabbRESEARCH ASSOCIATE PROFESSORS Galina I. Lepesheva, Raymond

L. Mernaugh, Jarrod A. Smith, Lisa ZimmermanADJUNCT ASSOCIATE PROFESSORS Amy-Joan Lorna Ham, Brenda

A. SchulmanASSISTANT PROFESSORS Andrew J. Link, Nicholas J. ReiterVISITING ASSISTANT PROFESSOR Alyssa R. Bonine-SummersRESEARCH ASSISTANT PROFESSORS Joshua A. Bauer, M. Wade

Calcutt, Brian A. Chauder, Eric S. Dawson, Joel M. Harp, Taekyu Lee, Brian D. Lehmann, W. Hayes McDonald, Jeremy Lynn Norris, Pradeep Sunny Pallan, Rekha Rani Pattanayek, Jason Phan, Ai-Dong Qi, Michelle L. Reyzer, Kristie M. Rose, Olivia W. Rossanese, Jonathan H. Sheehan, Jeffrey M. Spraggins, Md. Jashim Uddin, Andrey I. Zavalin

ADJUNCT ASSISTANT PROFESSORS Dale Shannon Cornett, Steven M. Damo, Joseph Edward Deweese

RESEARCH INSTRUCTORS Simona G. Codreanu, Jinhui Dong, Ying Qi, Raf Van de Plas, Zhen Wang

Biomedical InformaticsCHAIR Kevin B. JohnsonPROFESSORS J. Jeffrey Carr, Mark E. Frisse, Cynthia S. Gadd, Nunzia

B. Giuse, Jeffry S. Gordon, Douglas P. Hardin, Kevin B. Johnson, Christoph U. Lehmann, Daniel C. Liebler, Nancy M. Lorenzi, Randolph A. Miller, John A. Morris, Joe B. Putnam, Warren S. Sandberg, Yu Shyr, William W. Stead, Patricia A. Trangenstein, Elizabeth E. Weiner, Matthew Bret Weinger

ASSOCIATE PROFESSORS Steven H. Brown, Qingxia Chen, Joshua C. Denny, Jesse M. Ehrenfeld, Dario A. Giuse, Paul A. Harris, Bradley A. Malin, Neal R. Patel, Antonis Rokas, Samuel Trent Rosenbloom, Edward K. Shultz, Paul J. St. Jacques, David L. Tabb, Stuart T. Weinberg, Bing Zhang, Zhongming Zhao

ADJUNCT ASSOCIATE PROFESSOR Hua XuASSISTANT PROFESSORS Rashid M. Ahmad, Syed T. Ahmed, William

Scott Bush, John Anthony Capra, Daniel Fabbri, William M. Gregg, Jonathan A. Holt, Gretchen Purcell Jackson, Rebecca N. Jerome, Ian D. Jones, Thomas A. Lasko, Mia A. Levy, Michael E. Matheny, Shelagh A. Mulvaney, Laurie Lovett Novak, Chandra Y. Osborn, Asli Ozdas, Josh F. Peterson, W. Anderson Spickard, John Malotte Starmer, Vikram Tiwari, Kim M. Unertl, Jonathan Porter Wanderer, Yajun Andrew Yi

RESEARCH ASSISTANT PROFESSORS Stephany N. Duda, Fern FitzHenry, Glenn T. Gobbel, Peilin Jia, Qi Liu, Firas Wehbe

INSTRUCTOR Shane P. Stenner

Faculty

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110 111vanderbilt university School of Medicine / Faculty

BiostatisticsCHAIR Frank E. HarrellPROFESSORS William D. Dupont, Frank E. Harrell, Yu Shyr, Theodore

SperoffRESEARCH PROFESSOR Irene D. FeurerADJUNCT PROFESSOR Karel G. MoonsASSOCIATE PROFESSORS Jeffrey D. Blume, Qingxia Chen, Leena Choi,

Robert Alan Greevy, Robert E. Johnson, Tatsuki Koyama, Chun Li, Jonathan S. Schildcrout, Bryan E. Shepherd, Andrew J. Tomarken, Lily Wang, Chang Yu

RESEARCH ASSOCIATE PROFESSORS David Afshartous, Mary S. Dietrich, Ming Li

ADJUNCT ASSOCIATE PROFESSOR Rafe M. DonahueASSISTANT PROFESSORS Rameela Chandrasekhar, Xi Chen,

Christopher J. Fonnesbeck, Hakmook Kang, Dandan Liu, Michael E. Matheny, Benjamin R. Saville, Matthew S. Shotwell, James C. Slaughter, Fei Ye

RESEARCH ASSISTANT PROFESSORS Chiu-Lan Chen, Yaomin XuADJUNCT ASSISTANT PROFESSOR Vincent K. AgbotoSENIOR ASSOCIATES Gregory Daniel Ayers, Daniel W. Byrne, Tebeb

Gebretsadik, Yuwei ZhuINSTRUCTOR Mario A. DavidsonADJUNCT INSTRUCTOR Mary Banach

Cancer BiologyINTERIM CHAIR Harold L. MosesPROFESSORS Carlos L. Arteaga, R. Daniel Beauchamp, Timothy Scott

Blackwell, Stephen J. Brandt, Jin Chen, Dai H. Chung, David Cortez, Wael El-Rifai, Michael L. Freeman, David Lee Gorden, Simon William Hayward, Pierre P. Massion, Robert J. Matusik, Nipun B. Merchant, Harold L. Moses, William Pao, Richard M. Peek, Cathleen C. Pettepher, Jennifer A. Pietenpol, Vito Quaranta, Albert B. Reynolds, J. Ann Richmond, Yu Shyr, Keith T. Wilson, Roy Zent, Mary M. Zutter

RESEARCH PROFESSOR James Oliver McIntyreADJUNCT PROFESSORS Lynn M. Matrisian, Margaret M. WhalenASSOCIATE PROFESSORS Christine M. Eischen, Florent Elefteriou, Volker

H. Haase, W. Gray Jerome, Deborah A. Lannigan, Andrea Page-McCaw, Ambra Pozzi, Linda J. Sealy, Jeffrey R. Smith, Takamune Takahashi, Alissa M. Weaver, Donna Jane Webb, Christopher S. Williams, Thomas E. Yankeelov, Fiona E. Yull, Zhongming Zhao

RESEARCH ASSOCIATE PROFESSORS Lisa J. McCawley, Robbert J. C. Slebos

ASSISTANT PROFESSORS Claudia D. Andl, Robert H. Carnahan, Rebecca S. Muraoka Cook, Marco Davila, Punita Dhawan, Lourdes Estrada, Barbara Mary Fingleton, Patrick J. Grohar, Yan Guo, Rizwan Hamid, Rebecca A. Ihrie, Jonathan M. Irish, Dineo Khabele, Carlos F. Lopez, Christine M. Lovly, Serk In Park, C. Chad Quarles, Brent N. Rexer, Julie Anne Sterling, Jialiang Wang, Alexander Zaika, Bing Zhang, Ming-Zhi Zhang, Andries Zijlstra, Sandra S. Zinkel

RESEARCH ASSISTANT PROFESSORS Nagaraj S. Nagathihalli, Sergey V. Novitskiy, Philip Owens, Dayanidhi Raman, Jiqing Sai, Bong Hwan Sung, Darren R. Tyson, Michael N. VanSaun

ADJUNCT ASSISTANT PROFESSORS Donald J. Alcendor

Cell and Developmental BiologyCHAIR Ian G. MacaraPROFESSORS EMERITI Alvin M. Burt, Steven K. Hanks, James A.

McKanna, Jeanette J. Norden, Gary E. OlsonPROFESSORS David M. Bader, H. Scott Baldwin, R. Daniel Beauchamp,

Timothy Scott Blackwell, Stephen J. Brandt, Kendal Scot Broadie, Vivien A. Casagrande, Jin Chen, Chin Chiang, Robert J. Coffey, Arthur F. Dalley, James R. Goldenring, Kathleen L. Gould, Todd R. Graham, Stephen R. Hann, Ian G. Macara, Mark A. Magnuson, Robert J. Matusik, David M. Miller, Lillian B. Nanney, John S. Penn, William E. Russell, Roland W. Stein, William P. Tansey, Susan Rae Wente, Christopher V. Wright, Roy Zent

ADJUNCT PROFESSOR John Steven HalleASSOCIATE PROFESSORS Mark P. de Caestecker, Joshua T. Gamse,

Maureen Anne Gannon, Guoqiang Gu, Antonis K. Hatzopoulos, Charles C. Hong, Irina N. Kaverina, Anne K. Kenworthy, Ela W. Knapik, Ethan Lee, Laura Anne Lee, Susan M. Krisinski Majka, Melanie D. Ohi, Ryoma Ohi, Andrea Page-McCaw, J. Jeffrey Reese, Linda J. Sealy, E. Michelle Southard-Smith, Matthew John Tyska, Lisa R. Young

ASSISTANT PROFESSORS Dylan T. Burnette, Kevin C. Ess, Leslie Stuart Gewin, Christopher J. Janetopoulos, Ken Lau, Jason MacGurn, Anna L. Means, Sandra S. Zinkel

RESEARCH ASSISTANT PROFESSORS Jeffrey Franklin, Janel R. McLean, Gopathy Purushothaman

ADJUNCT ASSISTANT PROFESSOR Brian Nelms

Emergency MedicineCHAIR Corey M. SlovisPROFESSORS Jeremy J. Kaye, David J. Maron, Donna L. Seger, Corey M.

Slovis, Lawrence B. Stack, Keith D. Wrenn, Seth W. WrightVISITING PROFESSOR Greg L. HenryASSOCIATE PROFESSORS Tyler W. Barrett, John G. Benitez, John J.

Block, Andrea C. Bracikowski, Sean P. Collins, Jin Ho Han, Ian D. Jones, Stephan E. Russ, Gary R. Schwartz, Charles M. Seamens, Alan B. Storrow, R. Jason Thurman, Saralyn R. Williams

ASSISTANT PROFESSORS Anna Marie Allen, Richard S. Belcher, Jeremy Brywczynski, Kristen Beth Dettorre, Cristina Maria Estrada, Robinson M. Ferre, James F. Fiechtl, Robert Warne Fitch, Nicolas P. Forget, Joan Collier Henning, Daniel P. Himes, Sarah Hoper, Michael N. Johnston, Martin I. Jordanov, Shannon M. Langston, Laurie M. Lawrence, William E. Lummus, Nicole Streiff McCoin, Jared John McKinney, Jeffry P. McKinzie, Candace D. McNaughton, Marc A. Mickiewicz, Andrew Charles Neck, Tara M. Overbeek, Kenneth H. Palm, Kendra Papson Parekh, Camiron Leigh Pfennig, Dorris E. Powell-Tyson, John P. Rohde, Wesley H. Self, Clay B. Smith, Kurt A. Smith, Shannon B. Snyder, David S. Taber, Michelle Walther, Michael Ward

ADJUNCT ASSISTANT PROFESSORS Randall Ellis, Benjamin S. HeavrinASSISTANT CLINICAL PROFESSORS Gregory H. Jacobson, David W.

Lawhorn, Geoffrey D. Lifferth, Wayne E. Moore, J. Raymond PinkstonSENIOR ASSOCIATE Karen F. MillerASSOCIATES R. Kevin High, G. Joaquin ToonINSTRUCTORS Tiffany C. Alexander, Brian Bales, Jeremy S. Boyd, Ashley

R. Brown, Catherine E. Burger, Kristina M. Colbenson, Andrew N. Pfeffer

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Health PolicyCHAIR Melinda Jean BuntinPROFESSORS Peter I. Buerhaus, William O. Cooper, Roy L. DeHart, William

D. Dupont, Marie R. Griffin, Keith G. Meador, Wayne A. Ray, William Schaffner, Yu Shyr, Sten H. Vermund

RESEARCH PROFESSOR Melinda Jean BuntinADJUNCT PROFESSOR Michael D. DeckerCLINICAL PROFESSOR Timothy F. JonesASSOCIATE PROFESSORS Muktar Hassan Aliyu, Karen C. Bloch, Walter E.

Smalley, Larry Van HornRESEARCH ASSOCIATE PROFESSORS Melissa L. McPheeters, David G.

StevensonADJUNCT ASSOCIATE PROFESSORS Fariyal F. Fikree, Mohsin Sidat,

Emilio ValverdeASSOCIATE CLINICAL PROFESSORS Allen Scott Craig, Abelardo C.

MoncayoASSISTANT PROFESSORS Carolyn Audet, John A. Graves, Carlos G.

Grijalva, Mary I. YarbroughRESEARCH ASSISTANT PROFESSOR Daphne Carlson-BremerADJUNCT ASSISTANT PROFESSORS Usman Ibrahim Gebi, Yujiang Jia,

Adnan A. Khan, Karen M. Meggazini, Mukhtar Y. Muhammad, Yan XiaoASSISTANT CLINICAL PROFESSORS John R. Dunn, Marion A. Kainer,

Kelly L. Moore, Abraham Mukolo, William S. PaulCLINICAL INSTRUCTORS Astride Jules, Deidra D. Parrish

Hearing and Speech SciencesCHAIR Anne Marie TharpePROFESSORS EMERITI Edward G. Conture, D. Wesley Grantham,

Ralph N. Ohde, Judith A. Rassi, R. Edward Stone, Robert T. WertzPROFESSORS Daniel H. Ashmead, Fred H. Bess, James W. Bodfish,

Stephen M. Camarata, Roland D. Eavey, Linda Jean Hood, Gary P. Jacobson, Howard S. Kirshner, H. Gustav Mueller, Robert H. Ossoff, Anne Marie Tharpe, Tedra A. Walden, Mark T. Wallace

RESEARCH PROFESSOR Paul J. YoderADJUNCT PROFESSORS Charles E. Edmiston, Lewis M. NashnerASSOCIATE PROFESSORS Gene W. Bratt, Rene H. Gifford, Oscar

D. Guillamondegui, Troy A. Hackett, Sue T. Hale, P. Lynn Hayes, David S. Haynes, Ellen M. Kelly, Devin L. McCaslin, Todd A. Ricketts, Bernard Rousseau, C. Melanie Schuele, G. Christopher Stecker

RESEARCH ASSOCIATE PROFESSOR Alexandra F. KeyADJUNCT ASSOCIATE PROFESSOR Micah M. MurrayASSISTANT PROFESSORS Rima N. Abou-Khalil, Tamala Selke

Bradham, Michael de Riesthal, Lea Helen Evans, Mary Sue Fino-Szumski, Michelle Lyn Gutmann, Charles Howard Hausman, Melissa C. Henry, Andrea Hillock-Dunn, Benjamin W. Y. Hornsby, Barbara H. Jacobson, Robin M. Jones, Ramnarayan Ramachandran, Marcy Ann Sipes, Jennifer Herbert Vick, Wanda G. Webb

RESEARCH ASSISTANT PROFESSOR Erin M. PicouADJUNCT ASSISTANT PROFESSORS Patricia Flynn Allen, Linda L.

Auther, Bertha Smith Clark, Lisa Anne de la Mothe, Andrew Dittberner, Mia A. Lee Rosenfeld, Scott Wright

Medical Education and Administration

PROFESSORS EMERITI Gerald S. Gotterer, George C. Hill, Frederick Kirchner

PROFESSORS Donald W. Brady, G. Roger Chalkley, Gerald B. Hickson, Bonnie M. Miller, Donald E. Moore, Charles P. Mouton, Lillian B. Nanney, John S. Penn, Cathleen C. Pettepher, James W. Pichert, David S. Raiford, Matthew Bret Weinger

RESEARCH PROFESSOR Scott B. BoydADJUNCT PROFESSOR Lee E. LimbirdASSOCIATE PROFESSORS Arna Banerjee, Thomas F. Catron, Charlene

M. Dewey, Quentin Eichbaum, Julie K. Hudson, Kimberly D. Lomis, Scott M. Rodgers, John H. Shatzer

RESEARCH ASSOCIATE PROFESSOR Jill M. PulleyADJUNCT ASSOCIATE PROFESSOR Diana H. MarverASSISTANT PROFESSORS Alan R. Bentley, James L. Bills, Craig R.

Carmichel, Heather A. Davidson, Michelle S. Grundy, Yvonne A. Joosten, John F. Manning, Martha K. Miers, Ilene N. Moore, Kimberly A. Petrie, Ann H. Price, Mary E. Rawn, Lynn E. Webb

RESEARCH ASSISTANT PROFESSOR Erica A. BowtonINSTRUCTOR Christina C. MarascoADJUNCT INSTRUCTOR Tracy Rokas

MedicineCHAIR Nancy J. Brown, Tina V. HartertPROFESSORS EMERITI William C. Alford, Fred Allison, Oscar B.

Crofford, Fred Goldner, David W. Gregory, Thomas R. Harris, Harry R. Jacobson, H. Keith Johnson, Sanford B. Krantz, John M. Leonard, Samuel R. Marney, Alexander C. McLeod, Clifton K. Meador, Thomas N. Oeltmann, David N. Orth, Lloyd H. Ramsey, Ghodrat A. Siami, Raphael F. Smith, James D. Snell, W. Anderson Spickard, Paul E. Teschan, Alexander S. Townes, Alastair J. J. Wood, Richard M. Zaner

PROFESSORS Carlos L. Arteaga, Thomas M. Aune, Joseph A. Awad, David M. Bader, Jeffrey R. Balser, Joey V. Barnett, Jordan D. Berlin, Gordon R. Bernard, Italo O. Biaggioni, Timothy Scott Blackwell, Paul E. Bock, Mark R. Boothby, Alan S. Boyd, Donald W. Brady, Stephen J. Brandt, Richard M. Breyer, Colleen M. Brophy, Nancy J. Brown, Raymond F. Burk, Benjamin F. Byrd, W. Barton Campbell, Richard M. Caprioli, J. Jeffrey Carr, Jin Chen, Alan D. Cherrington, Brian W. Christman, Larry R. Churchill, Andre L. Churchwell, Robert J. Coffey, Pelayo Correa, Timothy L. Cover, Leslie J. Crofford, Roy L. DeHart, Robert S. Dittus, J. Stephen Dummer, Fernando Elijovich, Eugene Wesley Ely, Sergio Fazio, Jo-David Fine, Agnes B. Fogo, Haydar Adib Frangoul, F. Andrew Gaffney, David Gailani, Alfred L. George, Nunzia B. Giuse, Thomas A. Golper, Stacey A. Goodman, John P. Greer, Marie R. Griffin, David W. Haas, Kenneth R. Hande, Raymond C. Harris, David G. Harrison, Tina V. Hartert, Katherine E. Hartmann, Douglas C. Heimburger, J. Harold Helderman, Billy G. Hudson, Iekuni Ichikawa, Talat Alp Ikizler, Madan Jagasia, Allen B. Kaiser, Lloyd E. King, Bjorn C. Knollmann, Mark J. Koury, Marvin W. Kronenberg, Cheryl L. Laffer, Michael Laposata, Daniel J. Lenihan, Julia B. Lewis, Richard W. Light, Christopher D. Lind, MacRae F. Linton, James E. Loyd, Mark A. Magnuson, Simon A. Mallal, David J. Maron, William H. Martin, Pierre P. Massion, James M. May, Kevin McDonagh, Geraldine G. Miller, Randolph A. Miller, Harold L. Moses, Barbara A. Murphy, Katherine T. Murray, John H. Nadeau, Anne Taggart Neff, Paul A. Newhouse, John H. Newman, John A. Oates, Neil Osheroff, R. Stokes Peebles, Richard M. Peek, David F. Penson, Elizabeth J. Phillips, John A. Phillips, Robert N. Piana, Michael K. Porayko, Alvin C. Powers, Ambra Pozzi, Stephen P. Raffanti, David S. Raiford, J. Ann Richmond, Ivan M. Robbins, L. Jackson Roberts, David Robertson, Dan M. Roden, Jeffrey N. Rottman, Donald H. Rubin,

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Charles R. Sanders, Martin P. Sandler, Bipin N. Savani, Douglas B. Sawyer, William Schaffner, John F. Schnelle, Gerald Schulman, John S. Sergent, James R. Sheller, Xiao Ou Shu, Bonnie S. Slovis, Corey M. Slovis, Walter E. Smalley, Jeffrey A. Sosman, Theodore Speroff, William W. Stead, Mark P. Steele, C. Michael Stein, Richard S. Stein, Timothy R. Sterling, William J. Stone, George P. Stricklin, James W. Thomas, Michael F. Vaezi, Sten H. Vermund, Thomas J. Wang, Trenia Lyn Webb, Arthur P. Wheeler, Georgia L. Wiesner, Keith T. Wilson, Roy Zent, Wei Zheng

VISITING PROFESSOR Andreas BollmannRESEARCH PROFESSORS William J. Blot, John Dunning Boice, Maciej

S. Buchowski, Andre M. Diedrich, Kristina E. Hill, Marcia L. Kalish, Barbara G. Schneider

ADJUNCT PROFESSORS Mary A. Asson-Batres, Paolo Boffetta, Matthew D. Breyer, John W. Christman, Stephen N. Davis, David H. Johnson, Carlo La Vecchia, John J. Murray, William Pao, Maureen Sanderson, John P. Sundberg, Robert H. Whitehead, Linda L. M. Worley, Fan Wu

CLINICAL PROFESSORS Robert Seth Cooper, Alan L. Graber, Philip Earl Johnston, Jonathan B. Perlin, Wayne Joseph Riley, Roger J. Zoorob

PROFESSORS Laura L. Dugan, Thomas L. Force, Raymond M. Hakim, Michael N. Neuss, Donna L. Seger, Lawrence K. Wolfe

ASSOCIATE PROFESSORS Muktar Hassan Aliyu, Ban Mishu Allos, David Michael Aronoff, George R. Avant, John G. Benitez, Karen C. Bloch, Peter R. Bream, Brenda J. Butka, Qiuyin Cai, Keith B. Churchwell, Walter K. Clair, Qi Dai, Titus L. Daniels, Dawood Darbar, Mark P. de Caestecker, Joshua C. Denny, Charlene M. Dewey, Sergey Dikalov, Thomas G. DiSalvo, John H. Dixon, Wonder Puryear Drake, G. Dewey Dunn, Jamie P. Dwyer, Roy O. Elam, Tom A. Elasy, Florent Elefteriou, Darrel L. Ellis, Igor A. Feoktistov, Frank A. Fish, William H. Fissell, Jay H. Fowke, Howard A. Fuchs, Lawrence S. Gaines, Maureen Anne Gannon, Jill Gilbert, Derek MacGregor Griffith, Volker H. Haase, David E. Hansen, Katherine L. Hanson, Antonis K. Hatzopoulos, Jacques Heibig, Elizabeth Heitman, Scott W. Hiebert, Kenneth J. Holroyd, Charles C. Hong, Leora Horn, Todd M. Hulgan, Nuhad M. Ismail, Shubhada Jagasia, Angela L. Jefferson, Edmond K. Kabagambe, Spyros A. Kalams, Adetola Kassim, Douglas S. Kernodle, Ela W. Knapik, Sunil Kripalani, Lisa Hood Lancaster, Anthony J. Langone, William E. Lawson, Stanley M. Lee, Jirong Long, Susan M. Krisinski Majka, Amy S. Major, Larry W. Markham, Ingrid A. Mayer, Catherine C. McGowan, John A. McPherson, Lisa A. Mendes, Robert F. Miller, Karin C. Moolman, Paul L. Moots, David S. Morgan, Douglas R. Morgan, Harvey J. Murff, Allen J. Naftilan, Kevin Dean Niswender, James S. Powers, Mias Pretorius, Igor Puzanov, Satish R. Raj, Samuel Trent Rosenbloom, Tony L. Ross, Russell L. Rothman, Christianne L. Roumie, Michael Robert Savona, Heidi M. Schaefer, David Allen Schwartz, Douglas L. Seidner, Sandra F. Simmons, Jeffrey R. Smith, Michael Lee Smith, E. Michelle Southard-Smith, W. Anderson Spickard, Charles W. Stratton, Craig R. Sussman, Takamune Takahashi, Thomas R. Talbot, Jens Marc Titze, Lorraine B. Ware, James D. West, Thomas C. Whitfield, Consuelo H. Wilkins, Christopher S. Williams, Saralyn R. Williams, Matthew H. Wilson, Keith D. Wrenn, Patty Walchak Wright, Mary I. Yarbrough, Lisa R. Young, Pampee Paul Young, John A. Zic

VISITING ASSOCIATE PROFESSORS Silvana Gaudieri, Gloria E. Gutierrez

RESEARCH ASSOCIATE PROFESSORS Rasul Abdolrasulnia, HuiFang Cheng, Emily M. Garland, Loren P. Lipworth, Mark S. McClain, Melissa L. McPheeters, Ginger Lohr Milne, Vadim K. Pedchenko, Vasiliy V. Polosukhin, Martha J. Shrubsole, Mohammed Sika, Heidi J. Silver, Yan Ru Su, Paul A. Voziyan, Wanqing Wen, Gong Yang, Tao Yang, Eugenia M. Yazlovitskaya

ADJUNCT ASSOCIATE PROFESSORS Maria del Pilar Aguinaga, Wendell S. Akers, Lisa Beth Signorello, Tao Peter Zhong

ASSOCIATE CLINICAL PROFESSORS Phillip D. Bertram, James R. Cato, James P. Fields, Richard P. Schneider, Harrison J. Shull

ASSISTANT PROFESSORS Khaled Abdel-Kader, Robert L. Abraham, Vandana G. Abramson, Ahmad Abu-Halimah, Melinda Aldrich, Holly M. Algood, Kristen K. Ancell, Brent C. Anderson, Thomas Andl, Federica

B. Angel, Kenneth S. Babe, Jayant Bagai, Michael T. Baker, Shichun Bao, Daniel A. Barocas, Julie A. Bastarache, Howard B. Baum, Dawn M. Beaulieu, Jason R. Becker, Alicia Beeghly-Fadiel, Susan P. Bell, Gautam Bhave, Daniel A. Birchmore, Gurjeet Birdee, Kelly A. Birdwell, Jeffrey B. Boord, William S. Bradham, Suzanne Brown, Jeffrey David Byers, Dana Backlund Cardin, Kerri L. Cavanaugh, Rosette J. Chakkalakal, Emily Chan, Rupesh Chaturvedi, Geoffrey Chidsey, Sallaya Chinratanalab, Wichai Chinratanalab, Jane Jungeon Choi, Neesha Naik Choma, Cecilia P. Chung, Chan Chung, Kimberli Taylor Clarke, Anna S. Clayton, John H. Cleator, John B. Cleek, Lori A. Coburn, Beatrice P. Concepcion, Robert Frank Cornell, Marshall H. Crenshaw, Kathryn McCrystal Dahir, Jun Dai, Julie B. Damp, Utpal P. Dave, Marco Davila, Jan S. DeLozier, Christina L. Derleth, Jessica K. Devin, Ryszard Dworski, Todd L. Edwards, Maie El-Sourady, Christopher Randall Ellis, Brian G. Engelhardt, Meira Epplein, Juan C. Estrada, John M. Fahrenholz, Joseph Burton Fanning, Joshua P. Fessel, Christina Taulien Fiske, William H. Fiske, Rachel B. Fissell, Kevin Dale Flemmons, Pete P. Fong, Michael J. Fowler, Jerry M. Franklin, Joseph L. Fredi, Aparna Frenchman, G. Christian Friesinger, James V. Gainer, Leslie Stuart Gewin, Timothy D. Girard, Mark Dennis Glazer, Laura Ann Williams Goff, Joan DeWitt Gorden, Parul Mani Goyal, John A. Graves, Jennifer Kiser Green, Sharon Fetterman Green, William M. Gregg, Eric L. Grogan, Richard Joseph Gumina, Ralf C. Habermann, Elias V. Haddad, Norman Chandler Hardman, Fiona E. Harrison, Jacob Walter Hathaway, Anna R. Hemnes, Paula C. Herrmann, Michael F. Hill, Tiffany Elder Hines, Timothy John Hinton, Richard L. Hock, Jonathan A. Holt, Rob R. Hood, Mary Jeanette Hopkins, Sara Nicole Horst, Angela Michelle Horton, Sean G. Hughes, Mary M. Huizinga, Pamela C. Hull, Adriana M. Hung, Rebecca R. Hung, Joseph W. Huston, Waleed N. Irani, James C. Jackson, Thomas A. Jantz, Henry S. Jennings, Jill L. Jones, Arvindh N. Kanagasundram, Hillary R. Kaplan, Mohana Karlekar, Bernice Karnett, Jennifer A. Kearney, Kathleen R. Kearney-Gray, Mary E. Keebler, Vicki L. Keedy, Michael B. Kelley, Peggy L. Kendall, Deepa Varshney Keriwala, Lloyd G. King, John Robert Koethe, Murali Krishna Kolli, Kimbell Kornu, Sapna P. Kripalani, Susan F. Kroop, Emily Graham Kurtz, Joshua E. LaBrin, Vipul T. Lakhani, Hind Lal, Robin E. LaPre, Mark A. Lawson, Erin J. Leahy, Martha Leonard, Jeffrey E. Levea, Mia A. Levy, David G. Liddle, Chee C. Lim, Elizabeth H. Lindsey, Catherine R. Linn, Christine M. Lovly, Wilfred A. Lumbang, James M. Luther, Meenakshi S. Madhur, May Ling Mah, Simon Maltais, Brad E. Maltz, Ravinder Reddy Manda, Kevin M. Maquiling, Jason B. Martin, Sara F. Martin, William Martinez, Michael E. Matheny, Michael E. May, William H. Maynard, Stephanie A. McAbee, Michel A. McDonald, Morgan Fitz McDonald, Julie A. Means-Powell, William David Merryman, Alison N. Miller, Jami L. Miller, Matthew S. Miller, Richa Misra, Sumathi K. Misra, Sanjay R. Mohan, Kenneth J. Monahan, Ilene N. Moore, Alicia K. Morgans, Javid J. Moslehi, Sandra A. Moutsios, James A. S. Muldowney, Laine J. Murphey, Kevin J. Myers, Young-Jae Nam, Sarah J. Nechuta, Andrew Charles Neck, Reid M. Ness, Dawn C. Newcomb, Keith L. Obstein, Harley E. Odom, Henry E. Okafor, Olalekan O. Oluwole, Henry Hean Lee Ooi, Chandra Y. Osborn, Peter Paik, Ioannis G. Papagiannis, Serk In Park, Leon L. Parks, David A. Parra, John P. Peach, Matthew R. Peachey, Kiffany J. Peggs, Jason K. Pereira, Roman E. Perri, Anna K. Person, Josh F. Peterson, Neeraja B. Peterson, April C. Pettit, Joel M. Phares, Amy E. Potter, Jennifer Gloeckner Powers, Martha K. Presley, Ann H. Price, Jan Ellen Price, Adam J. Prudoff, Meredith Evans Pugh, Han-Zhu Qian, Nagendra Ramanna, Leon Raskin, Nishitha M. Reddy, Brent N. Rexer, Julie Elizabeth Reznicek, Elizabeth Ann Rice, Todd W. Rice, Thomas R. Richardson, Otis B. Rickman, Heather A. Ridinger, Mark A. Robbins, Lori Ann Rolando, Ben H. Rowan, Pablo J. Saavedra, Joseph G. Salloum, Uchechukwu K. A. Sampson, Neil S. Sanghani, Gowri Satyanarayana, Melissa L. Yeska Scalise, Andrew E. Scanga, Kelly H. Schlendorf, Natasha J. Schneider, Scarlett E. Schneider, Raphael See, Sarah H. See, Salyka Sengsayadeth, Willliam E. Serafin, Shannon E. Serie, Carla M. Sevin, Claude Edward Shackelford, Sharon T. Shen, Cyndya A. Shibao, Anjali T. Sibley, Edward D. Siew, Antonia Silva-Hale, Amar B. Singh, Daniel J. Skarzynski, Alex J. Slandzicki, David Alan Slosky, Allison L. Smith, Clay B. Smith, M. Kevin Smith, Scott Alan Smith, Stephen J. Smith, Terrence A. Smith,

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Barbara M. Snook, Kelly L. Sopko, Kelly E. Sponsler, Natalie M. Spradlin, John M. Stafford, William G. Stebbins, Julie Anne Sterling, Catherine V. Stober, Stephen A. Strickland, Eric L. Sumner, Hak-Joon Sung, Melanie D. Swift, Helen Keipp Talbot, Simpson Bobo Tanner, Cecelia N. Theobald, Lora D. Thomas, Thomas A. Thompson, Isaac P. Thomsen, James J. Tolle, Andrea L. Utz, Pietro Valdastri, Robert S. Valet, Roberto M. Vanacore, Eduard E. Vasilevskis, Kasey C. Vickers, Raquel Villegas, Janice M. Vinson, Jeremy L. Warner, Paula L. Watson, Melissa F. Wellons, Jule J. West, C. William Wester, S. Patrick Whalen, Ursula Poehling Whalen, Jonna H. Whitman, Mark A. Wigger, Elisabeth Donlevy Willers, Benjamin D. Womack, Rebecca C. Wylie, Kenneth W. Wyman, Patrick S. Yachimski, Elizabeth A. Yakes, Xiangli Yang, Yajun Andrew Yi, Sally J. York, Ruth T. Young, Liviu Andrei Zaha, Syeda Sadia Zaidi, Olamide Zaka, Ming-Zhi Zhang, Xianglan Zhang, Sandra S. Zinkel, Jeffrey P. Zwerner

VISITING ASSISTANT PROFESSOR Yukari KondoRESEARCH ASSISTANT PROFESSORS Firdos Ahmad, Muhammad

Aslam, Vladimir R. Babaev, Justin M. Balko, Corina Borza, Dana M. Brantley-Sieders, Marcela Brissova, Nada M. Bulus, Hui Cai, Zheng Cao, Jian-Chun Chen, Wei Chen, Xiwu Chen, Sergei Chetyrkin, Kate Clouse, Chunhua Dai, Cristi L. Galindo, Alfredo Gamboa, Glenn T. Gobbel, Xingyi Guo, Mohammed H. Hassanein, Sabine S. Huke, Dawn A. Israel, Hanako Kobayashi, Emma K. Larkin, Hong-Jun Liao, Frances E. Likis, Qingdu Liu, Yan X. Liu, John T. Loh, Sijo Mathew, Christine M. Micheel, Julie S. Pendergast, Maria Blanca Piazuelo, Franck Potet, S. M. Jamshedur Rahman, Shirley Brody Russell, Sergey V. Ryzhov, Vikrant V. Sahasrabuddhe, David Schenck, Renee A. Stiles, Dina Myers Stroud, Megha H. Talati, Harikrishna Tanjore, Elena E. Tchekneva, Christo D. Venkov, Xiaochuan Carol Xu, Patricia G. Yancey, ZhenJiang Yang, Bing Yao, Fenghua Zeng, Ben Zhang, Weisong Zhou, Jozef Zienkiewicz

ADJUNCT ASSISTANT PROFESSORS Joseph A. Akamah, Sylvie A. Akohoue, Kong Y. Chen, Sarah Schweitzer Cohen, Sandra L. Deming-Halverson, Maria Pia DePasquale, Xinhong Dong, Marvin Feuerberg, Diane S. Keeney, Philip E. Lammers, Monica Ledoux, Carrie Anna Lenneman, Laura Young McGirt, Julia J. Wattacheril

ADJUNCT RESEARCH ASSISTANT PROFESSOR Daniel KurnikASSISTANT CLINICAL PROFESSORS Yasmine Subhi Ali, Newton

P. Allen, J. David Amlicke, Muhammad Asad, Mircea M. Basaraba, David J. Blazer, Chad S. Boomershine, David E. Chambers, Tracey E. Doering, Sister Mary Diana Dreger, David L. Edwards, Jeffrey B. Eskind, Cheryl Ann Fassler, Marquetta L. Faulkner, Mark S. Goldfarb, Antonio M. Granda, Connie Allen Haley, William B. Harwell, Benjamin B. Hayes, David H. Horowitz, Robert L. Huang, Mark Randall Kaplan, Ehab S. Kasasbeh, Carla Tucker Lee, Jennifer J. Lee, Thomas J. Lewis, Francisco J. Mayorquin, Robert W. McClure, John R. McRae, M. Porter Meadors, Howard R. Mertz, Alvin H. Meyer, Gary L. Mueller, Ronald A. Nelson, Bjarki J. Olafsson, Marcus A. Owen, Kandarp Patel, Ronald E. Pruitt, Bruce E. Richards, Jason B. Robbins, Vito K. Rocco, Csaba Rusznak, Mohanakrishnan M. Sathyamoorthy, Rishi K. Saxena, Suzanne R. Snyder, John G. Thompson, F. Karl VanDevender, Paul W. Wheeler, Craig Wierum, Morgan Jackson Wills, Bruce L. Wolf, Christina Ynares

SENIOR ASSOCIATES Daniel W. Byrne, Lynda Denton Lane, G. Kyle Rybczyk

ASSOCIATE Kelly A. TaylorINSTRUCTORS Matthew J. Abbate, Benjamin Lau Andrews, Vivak

Bhatt, John M. Boone, Evan L. Brittain, Nathan E. Brummel, Anna M. Burgner, Elizabeth B. Burgos, Mark R. Chambers, Helen Chung-Hussain, Billy H. Copeland, Jessica T. Delaney, Irina A. Didier, Glenn C. Douglas, Shelley E. Ellis, Maria Golson, James E. Gore, Matthew H. Greene, Deepak K. Gupta, Gwendolyn A. Howard, Thomas M. John, Gagandeep Joshi, Pinelopi P. Kapitsinou, David H. Kim, Camellia R. Koleyni, Jejo David Koola, Jennifer Lane, Richard G. Lane, Robin Nicole Ligler, James R. MacDonald, J. Daniel Markley, Mary Ruth McBean, Debra J. McCroskey, Daniel Munoz, John Michael Norvell, Michelle J. Ormseth, Scott R. Parker, Lorina T. Poe, James E. Powell, Sujana K Reddy, Travis Richardson, Amanda H. Salanitro Mixon, John D. Scott, Martha Ellen Shepherd, Eli Steigelfest, Shane P. Stenner, Ruth Carr Stewart, Emily M. Tarvin, William P. Titus, Eric P.

Trawick, Yuri van der Heijden, Quinn Stanton Wells, Bobby J. White, Katie D. White, Kenneth L. Wilkins

RESEARCH INSTRUCTORS Amy C. Arnold, Ying Cai, Erica J. Carrier, Bertha Christina Elias, Charles D. Ellis, QiPing Feng, Nicholas Ferrell, Jennifer Gaddy, Jorge L. Gamboa, Joan Garrett, James N. Higginbotham, Hyun S. Hwang, Vivian K. Kawai, Aaron Marshall Kipp, Wentian Luo, Rafal R. Nazarewicz, Luis E. Okamoto, Tetyana V. Pedchenko, Anne E. Powell, Jun Qian, Bhuminder Singh, Kshipra Singh, Stephanie J. Sohl Robinette, Yinghao Su, Ruth Ann Veach, Lorenzo J. Vega-Montoto, Yang Wang, Yinqiu Wang, Brian S. Wasserman, Lauren E. Woodard, Lydia E. Wroblewski

ADJUNCT INSTRUCTORS Anna K. Hopla, Francesca Tentori, Vianney E. Villaruz

VISITING INSTRUCTOR Jian ChangCLINICAL INSTRUCTORS Gregg P. Allen, John Q. Binhlam, Jeffrey L.

Hymes, James Norris Johnson, William H. Pettus, Lucien C. SimpsonASSISTANTS Keith D. Adkins, Christine S. Allocco, Cindy K. Anderson,

Kim Annis, Deana Marci Beard, Sarah M. Benson, Tracy S. Bogard, Elizabeth Bradshaw, Anne W. Brown, Beverly R. Byram, Sandra M. Byrd, Erica P. Byrum, Lynn E. Clement, Christina Marie Cleveland, Layla M. Cochran, Katherine W. Colvin, Emily Cote, Laura S. Craddock, Debra M. Craven, Kimberly Arnold Currier, Stephanie Ray Davidson, Debbie J. Drake-Davis, Caroline V. Duley, Kehinde Amen Eguakun, Emily Rose Evans, Susan L. Ficken, Jennifer M. Fitzsimmons, Lisa Nicole Flemmons, Jayme F Flynn, Kyle Fortman, Shanna D. Gaither, Ryan Gant, Leslie Wyttenbach Goebel, Barbara J. Grimm, Mary A. Grove, Marni L. Groves, Ann Hackett, Donnalita B. Harmon, Deborah K Hawkins, Meghan Hayes, Susan M. Hellervik, Robin Hensley, Pamela Y. Horowitz, Jason R. Jean, Meegan E. Jones, Jennifer R. Kennedy, Brett D. Kinzig, Shelton Lacy, Janna S. Landsperger, Connie M. Lewis, Sara K. Lewis, M. Janie Lipps, Christi M. Locklear, Ashley J. Lord, Jamie D. Lowe, Christine MacLean, Wendi Mason, Kanah N. May, Karen R. McCarty, Jacintha N. McKoy, Katharine M. McReynolds, Beth P. Meador, Casey F. Miller, James B. Mills, Margaret A. Morrison, Robertson Nash, Jill R. Nelson, Anne J. Nohl, Deborah M. Payne, Jennifer L. Pendergrast, Holly R. Pierce, Angela Pitman, Shelly W. Ploch, Jennifer M. Pollice-Meservy, Anne L. Burks Reviere, Connie K. Root, Sarah Rutherford, Blake L. Salmony, Rachel L. Schreier, Carol R. Scott, Angelique M. Shapman, Amanda M. Shaw, Katherine L. Sibler, Teresa L. Simpson, Ashley N. Singleton, LeaAnne Smith, Christy L. Sparkman, Jamie Bradford Spicer, William H. Swiggart, Amber M. Velasquez, Julianne Haines Wagnon, Deborah E. Wallace, Zhijian Wang, Cynthia M. Wasden, Douglas Casey West, Amanda L. Whiteman, Kristina Jill Williams, Mary Alyson Wilson, Dana C. Wirth, Hannah G. Wright

ADJOINT INSTRUCTOR Julia Passyn Dunn

Molecular Physiology and Biophysics

CHAIR Roger D. ConePROFESSORS EMERITI Jackie D. Corbin, Daryl K. Granner, David N.

Orth, Charles Rawlinson Park, Robert L. PostPROFESSORS Albert H. Beth, G. Roger Chalkley, Alan D. Cherrington,

Roger J. Colbran, Roger D. Cone, Eric Delpire, Emmanuele DiBenedetto, Ronald B. Emeson, John H. Exton, Aurelio Galli, John C. Gore, Raymond C. Harris, David G. Harrison, Jacek J. Hawiger, Carl H. Johnson, Fred S. Lamb, Robert L. Macdonald, Mark A. Magnuson, James M. May, Owen Patrick McGuinness, Hassane S. Mchaourab, Richard M. O'Brien, Jane H. Park, David W. Piston, Alvin C. Powers, Roland W. Stein, David H. Wasserman, P. Anthony Weil, John P. Wikswo, Danny G. Winder

RESEARCH PROFESSORS Charles E. Cobb, Mary E. Courtney Moore, K. Sam Wells

ADJUNCT PROFESSOR Sharron H. Francis

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ASSOCIATE PROFESSORS Wenbiao Chen, Dana C. Crawford, Bruce M. Damon, Maureen Anne Gannon, Volker H. Haase, Alyssa H. Hasty, Anne K. Kenworthy, Matthew J Lang, Terunaga Nakagawa, Kevin Dean Niswender, Sachin Patel, Ambra Pozzi, David C. Samuels, Linda J. Sealy, Masakazu Shiota, James S. Sutcliffe, Jeanne M. Wallace

RESEARCH ASSOCIATE PROFESSORS Eric J. Hustedt, Robert T. Matthews

ADJOINT ASSOCIATE PROFESSORS Jacques Pantel, Marylyn D. Ritchie

ASSISTANT PROFESSORS Nathan C. Bingham, Brad A. Grueter, David Aaron Jacobson, Ashwath Jayagopal, Bingshan Li, Chee C. Lim, Gregor Neuert, John M. Stafford, Tricia A. Thornton-Wells, Bryan J. Venters, Kasey C. Vickers, Jamey D. Young

RESEARCH ASSISTANT PROFESSORS Dale Scott Edgerton, Subhadra C. Gunawardana, Heinrich J. G. Matthies, Michael J. McCaughey, Douglas P. Mortlock, Deborah G. Murdock, Patrick S. Page-McCaw, Richard L. Printz

ADJOINT ASSISTANT PROFESSORS Julio E. Ayala, Niels de JongeRESEARCH INSTRUCTORS Sheng-Song Chen, Derek P. Claxton, Kevin

Erreger, Masoud Ghamari-Langroudi, Arion Kennedy, Louise Lantier, Lisette Anne Maddison, Anna B. Osipovich, Richard A. Stein, Jason J. Winnick, Ping Zou

ASSISTANT Genea S. Crockett

NeurologyCHAIR Robert L. MacdonaldPROFESSORS EMERITI Gerald M. Fenichel, Frank R. Freemon, John S.

WarnerPROFESSORS Bassel W. Abou-Khalil, Malcolm J. Avison, Philip David

Charles, John J. Connors, Thomas L. Davis, Peter D. Donofrio, Howard S. Kirshner, Patrick J. Lavin, Robert L. Macdonald, Beth Ann Malow, David Robertson, Subramaniam Sriram, Arthur S. Walters, Ronald G. Wiley

RESEARCH PROFESSOR Scott B. BoydCLINICAL PROFESSOR Karl E. MisulisASSOCIATE PROFESSORS Amir M. Arain, Michael K. Cooper, Sean

P. Donahue, Martin J. Gallagher, Peter Hedera, Angela L. Jefferson, Avinash B. Kumar, Andre H. Lagrange, Jun Li, Michael J. McLean, Paul L. Moots, Harold H. Moses, Michael G. Tramontana

ADJUNCT ASSOCIATE PROFESSOR Anthony W. KilroyASSOCIATE CLINICAL PROFESSOR Constance J. JohnsonASSISTANT PROFESSORS Lealani M.Y. Acosta, Brandon A. Ally, Nabil

J. Azar, Kanika Bagai, Amar B. Bhatt, Aaron B. Bowman, Kelly Mari Brown, Daniel O. Claassen, Stephen Wesley Clark, Charles D. Clarke, Manus J. Donahue, Wiaam Falouji, John Y. Fang, Elizabeth Ferluga, Michael T. Froehler, Kevin F. Haas, Lisa D. Hermann, Jane Ellen Howard, Monica L. Jacobs, Jingqiong Kang, Heather C. Koons, Scott J. Kutscher, Christopher David Lee, BethAnn McLaughlin, Anne Elizabeth O'Duffy, Siddharama Pawate, Amanda C. Peltier, Walter Hamilton Peters, Fenna T. Phibbs, Tyler E. Reimschisel, Derek A. Riebau, Althea A. Robinson, Pradumna Pratap Singh, Hasan H. Sonmezturk, Christopher M. Tolleson, Raghu P. Upender, David R. Uskavitch, Jose G. Valedon, Scott A. Wylie

RESEARCH ASSISTANT PROFESSORS Katherine A. Gifford, Ciria Q. Hernandez, M. Diana Neely, Aurea F. Pimenta, Shimian Qu, Song-Yi Yao, Chengwen Zhou

ADJUNCT ASSISTANT PROFESSORS Nandakumar Bangalore Vittal, Lana J. Boursoulian

ASSISTANT CLINICAL PROFESSORS Jan Lewis Brandes, Mary Ellen Clinton, George R. Lee, Noel P. Lim, Barbara J. Olson, Subir Prasad, Deron V. Sharpe, Martin H. Wagner, Shan-Ren Zhou

INSTRUCTORS Susanta Bandyopadhyay, Laura B. CoulamRESEARCH INSTRUCTOR Jeannine S. SkinnerADJUNCT INSTRUCTOR Kreig D. Roof

Obstetrics and GynecologyCHAIR Howard W. JonesPROFESSORS EMERITI Benjamin Danzo, Stephen S. Entman, Marie-

Claire Orgebin-Crist, Daulat R. TulsianiPROFESSORS Rony A. Adam, Ted L. Anderson, Frank H. Boehm,

Roger R. Dmochowski, John W. Downing, Esther Eisenberg, Arthur C. Fleischer, Katherine E. Hartmann, Howard W. Jones, Kevin G. Osteen, Sten H. Vermund, Carl W. Zimmerman

ADJUNCT PROFESSOR Damaris M. OlagundoyeCLINICAL PROFESSORS Henry W. Foster, Cornelia R. Graves, William

H. Kutteh, Frank Wen-Yung Ling, Thomas G. Stovall, Robert Layman Summitt

ASSOCIATE PROFESSORS Rochelle F. Andreotti, Kelly A. Bennett, Bruce R. Beyer, Kaylon L. Bruner-Tran, Lavenia B. Carpenter, Marta Ann Crispens, Oluwole Fadare, Melinda S. New, Charles B. Rush, Glynis A. Sacks-Sandler, Bennett M. Spetalnick

ADJUNCT ASSOCIATE PROFESSOR Benjamin ChiASSOCIATE CLINICAL PROFESSORS Jill F. Chambers, Harold B.

Collins, Angus M. Crook, Barry K. Jarnagin, Audrey H. Kang, Val Yvette Vogt

ASSISTANT PROFESSORS Soheyl Asadsangabi, Alison B. Barlow, Daniel H. Biller, Christina Cain-Swope, Tamara L. Callahan, Mary Anne Carroll, Michael F. Caucci, Patricia A. Detzel, Shana R. Dowell, Katherine A. Dykes, Kimberly B. Fortner, Etoi A. Garrison, Celeste O. Hemingway, Adam Huggins, Olivia A. Hutul, William J. Kellett, Tamara S. Keown, Dineo Khabele, William F. Lee, Angela M. Long, Richard R. Lotshaw, John A. Lucas, Leilani M. Mason, Virginia B. Mazzoni, Dennis T. McWeeney, Alison C. Mullaly, Cynthia L. Netherton, J. Michael Newton, Nancy E. Osburn, Christy F. Pearce, Carla E. Ransom, Erin C. Rebele, Susan S. Salazar, Reesha S. Sanghani, Jacqueline Stafford, Xiaomang B. Stickles, Joanne S. Tennyson, May S. Thomassee, Laurie A. Tompkins, Digna R. Velez Edwards, Deborah J. Wage, Renee M. Ward, Trenia Lyn Webb, Amy Gregory Weeks, Angela M. Wilson-Liverman, Cynthia C. Woodall, Jessica L. Young, Amanda C. Yunker

RESEARCH ASSISTANT PROFESSOR Andrew J. WilsonASSISTANT CLINICAL PROFESSORS R. Terry Adkins, Paul Brezina,

Douglas H. Brown, Michael E. Cole, B. Stephens Dudley, George A. Hill, Raymond W. Ke, Bryan R. Kurtz, Nancy B. Lipsitz, Andy M. Norman, Elizabeth L. Oldfield, Patricia L. Scott, Glenn A. Weitzman, Laura L. Williams

SENIOR ASSOCIATE Martha Shaw DudekASSOCIATES Susan B. Drummond, Beth V. Jiorle, Jill R. NicholsINSTRUCTORS Francisco Aguirre, Lindsey Amina Baksh, Suzanne T.

Csorna, Erica M. Fletcher Robinson, Nan Gentry, Lisa A. Goehring, Carol A. Griffin, Meghan Hendrickson, Nicole M. Keller, Anna T. Kirk, Lucy Koroma, Susan M. Lewis, Lisa D. Milam, Valerie L. Nunley, Jessica Buck Ritch, Heather A. Sevcik, Angela F. Sims Evans, MaryLou Smith, Andrea C. Tullos

RESEARCH INSTRUCTOR Tianbing Ding

Ophthalmology and Visual Sciences

CHAIR Paul SternbergPROFESSOR EMERITUS James H. ElliottPROFESSORS Anita Agarwal, Randolph Blake, David J. Calkins, Vivien

A. Casagrande, Sean P. Donahue, Heidi E. Hamm, Frederick R. Haselton, Patrick J. Lavin, John S. Penn, Jeffrey D. Schall, Kevin L. Schey, Paul Sternberg

CLINICAL PROFESSORS John E. Downing, Ralph E. WesleyASSOCIATE PROFESSORS Milam A. Brantley, Edward F. Cherney,

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Amy S. Chomsky, Robert L. Estes, James W. Felch, Karen M. Joos, Jeffrey A. Kammer, Stephen J. Kim, Rachel Kuchtey, Louise Ann Mawn, David G. Morrison, Chasidy D. Singleton, Uyen L. Tran, Laura L. Wayman

ASSOCIATE CLINICAL PROFESSOR Karla J. JohnsASSISTANT PROFESSORS Behin Barahimi, Nancy Mayer Benegas,

John B. Bond, James A. Bookman, F. Kirk Bowles, Anthony B. Daniels, Randolph R. Evans, Mark D. Ewald, Meghan S. Flemmons, Ashwath Jayagopal, Lori Ann F. Kehler, Sahar Kohanim, Mark A. Kroll, Janice C. Law, Jennifer L. Lindsey, Gioconda J. Mojica, Hilary Highfield Nickols, Tonia S. Rex, Rebecca M. Sappington-Calkins, William D. Schenk, Daniel S. Weikert

RESEARCH ASSISTANT PROFESSORS John G. Kuchtey, Jin-Hui ShenASSISTANT CLINICAL PROFESSORS Brian Stuart Biesman, Meredith

A. Ezell, William G. Gates, Gary W. Jerkins, Morgan Grey Parker, Deborah D. Sherman, Ira A. Shivitz

ASSOCIATE Ronald J. BiernackiINSTRUCTORS Joshua N. Carlson, Deepa Chandrasekaran, Fred D.

Davis, Derick G. Holt, Dora Sztipanovits Mathe, Carolee Cutler Peck, Rohan J. Shah

CLINICAL INSTRUCTORS George N. Cheij, Maria Garber, Ralph F. Hamilton, Kimberly A. Klippenstein, Craig F. McCabe

Orthopaedic Surgery and Rehabilitation

CHAIR Herbert S. SchwartzPROFESSORS Arthur F. Dalley, Neil E. Green, Heidi E. Hamm, Donald

H. Lee, Gregory A. Mencio, William Todd Obremskey, Herbert S. Schwartz, Dan M. Spengler

CLINICAL PROFESSOR J. Thomas W. ByrdASSOCIATE PROFESSORS Antoinne C. Able, John J. Block, Andrea C.

Bracikowski, Joseph S. Cheng, Andrew J. M. Gregory, Ginger E. Holt, Amir Alex Jahangir, John E. Kuhn, Michael J. McNamara, Andrew Alan Shinar, Allen K. Sills, Gary S. Solomon, Paul A. Thomas, Douglas R. Weikert

ASSOCIATE CLINICAL PROFESSORS Michael J. Christie, Michael J. McHugh

ASSISTANT PROFESSORS Oran S. Aaronson, Scott T. Arthur, Robert H. Boyce, David M. Bratton, Ian R. Byram, Cory L. Calendine, Charles L. Cox, Ronald G. Derr, Clinton J. Devin, Alex B. Diamond, Jason M. Evans, James F. Fiechtl, Robert Warne Fitch, Bethany Gallagher, Thomas E. Groomes, Jennifer L. Halpern, Gene A. Hannah, Elizabeth A. Huntoon, John W. Klekamp, David G. Liddle, Colin G. Looney, Steven A. Lovejoy, Jeffrey E. Martus, Hassan R. Mir, Jeffry S. Nyman, Kevin R. O'Neill, Paul D. Parsons, Brian T. Perkinson, Daniel S. Perrien, Gregory G. Polkowski, Paul J. Rummo, Jonathan G. Schoenecker, Manish K. Sethi, Narendra K. Singh, Christopher T. Stark, Christopher M. Stutz, Kristin A. Swygert, Wesley P. Thayer, Andrew Brian Thomson, Gina M. Walton, Horace E. Watson, Todd R. Wurth

RESEARCH ASSISTANT PROFESSOR Masato YuasaADJUNCT ASSISTANT PROFESSORS Robert Baum, Robert B. SnyderASSISTANT CLINICAL PROFESSORS Muhammad Ajmal, Mark R.

Christofersen, Philip Gerlach Coogan, David K. DeBoerSENIOR ASSOCIATES Richard A. Breeden, David B. TrennerASSOCIATES Anabel Robertson Atkinson, Carolyn S. Aubrey, Deborah

D. Baker, Kirby Hudson Deeter, Michael Francis Eagle, Daniel W. Enroth, Laura J. Huston, Julieanne B. Hutchison, Melissa K. Lasater, Kelly Pickel, Ashley F. Small, Jared A. Vaughn

INSTRUCTORS Chad M. Corrigan, David S. Ebenezer, David M. JoyceVISITING INSTRUCTOR David A. Crawford

OtolaryngologyCHAIR Roland D. EaveyPROFESSOR EMERITUS R. Edward StonePROFESSORS Fred H. Bess, Thomas F. Cleveland, James A.

Duncavage, Roland D. Eavey, C. Gaelyn Garrett, David S. Haynes, Robert F. Labadie, James L. Netterville, Robert H. Ossoff, Jennifer A. Pietenpol, W. Russell Ries, Anne Marie Tharpe, Reid C. Thompson, David L. Zealear

ADJUNCT PROFESSORS Brian Bernard Burkey, Michael E. GlasscockASSOCIATE PROFESSORS Rene H. Gifford, Steven L. Goudy, Bernard

Rousseau, Nabil Simaan, Robert J. Sinard, Jay A. WerkhavenADJUNCT ASSOCIATE PROFESSOR Lou ReinischASSISTANT PROFESSORS Marc L. Bennett, Sivakumar Chinnadurai,

Edwin B. Emerson, David Oliver Francis, Barbara H. Jacobson, Benjamin J. Johnston, Haoxiang Luo, Kyle Mannion, Matthew K. Mizukawa, W. Michael Mullins, Edward B. Penn, Alejandro Campos Rivas, Sarah L Rohde, Paul T. Russell, John W. Seibert, Scott J. Stephan, Justin Harris Turner, Kimberly N. Vinson, Frank W. Virgin, George B. Wanna, Kyle Derek Weaver, Robert J. Webster, Christopher T. Wootten

RESEARCH ASSISTANT PROFESSORS Ramya Balachandran, Shan Huang, Aron Parekh

ADJUNCT ASSISTANT PROFESSOR Cheryl Rainey BillanteASSISTANT CLINICAL PROFESSORS Mark A. Clymer, Daniel R.

Hightower, Thomas W. HolzenINSTRUCTORS James J. J. Daniero, Christopher E. Fundakowski,

Alexander H. Gelbard, Kelly L. Groom, Eric D. WirtzCLINICAL INSTRUCTORS Samuel S. Becker, G. Lee Bryant, Robert C.

Owen, Matthew T. Speyer

Pathology, Microbiology, and Immunology

CHAIR Samuel A. SantoroPROFESSORS EMERITI Anh H. Dao, Susan A. Halter, George C.

Hill, Barbara O. Meyrick-Clarry, William O. Whetsell, Stephen C. Woodward

PROFESSORS Christopher R. Aiken, James B. Atkinson, Billy R. Ballard, Dean W. Ballard, Joey V. Barnett, Paul E. Bock, Mark R. Boothby, Raymond F. Burk, Pelayo Correa, Timothy L. Cover, James E. Crowe, Jeffrey M. Davidson, Mark R. Denison, Terence S. Dermody, Sergio Fazio, Agnes B. Fogo, David Gailani, David W. Haas, David R. Head, J. Harold Helderman, Richard L. Hoover, Billy G. Hudson, Joyce E. Johnson, Sebastian Joyce, Michael Laposata, Simon A. Mallal, William M. Mitchell, Harold L. Moses, Anne Taggart Neff, James H. Nichols, Kevin G. Osteen, William Pao, John A. Phillips, Donald H. Rubin, H. Earl Ruley, Samuel A. Santoro, Herbert S. Schwartz, Virginia L. Shepherd, Subramaniam Sriram, Mildred T. Stahlman, Larry L. Swift, James W. Thomas, Luc Van Kaer, Cindy L. Vnencak-Jones, Mary Kay Washington, Keith T. Wilson, Mary M. Zutter

ADJUNCT PROFESSOR Martin C. MihmCLINICAL PROFESSORS Cheryl M. Coffin, Edward P. Fody, Paul B.

Googe, Robert G. Horn, Renu VirmaniASSOCIATE PROFESSORS Ty William Abel, Mary Ann Thompson

Arildsen, Thomas M. Aune, Seth R. Bordenstein, Alan S. Boyd, Kelli Lynn Boyd, Justin M. M. Cates, Alice C. Coogan, Hernan Correa, Wonder Puryear Drake, Quentin Eichbaum, Christine M. Eischen, Oluwole Fadare, Robert D. Hoffman, W. Gray Jerome, Spyros A. Kalams, Douglas S. Kernodle, Dana Borden Lacy, Deborah A. Lannigan, Andrew J. Link, Susan M. Krisinski Majka, Amy S. Major, Edward C. McDonald, Geraldine G. Miller, Paisit Paueksakon, Carol Ann Rauch, Louise A. Rollins-Smith, Melinda E. Sanders, Stephen J. Schultenover, Gregory C. Sephel, Edward K. Shultz, Eric P. Skaar,

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Charles W. Stratton, William M. Valentine, Jeanne M. Wallace, Lorraine B. Ware, Alissa M. Weaver, John V. Williams, Pampee Paul Young

RESEARCH ASSOCIATE PROFESSORS Venkataraman Amarnath, Ling Geng

ASSOCIATE CLINICAL PROFESSORS David L. Black, Richard D. Buchanan, Sheila Patricia Dawling, Thomas L. McCurley, Richard R. Oldham, Ronald W. Oxenhandler, Ana K. Stankovic, John E. Wright

ASSISTANT PROFESSORS Samir Luft Aleryani, Holly M. Algood, Jennifer O. Black, Garrett S. Booth, James David Chappell, Patty H. Chen, Mohamed Mokhtar Desouki, Henry D. Edwards, Rosana Eisenberg, Kim Adams Ely, Lan Lin Gellert, Giovanna A. Giannico, Oscar G. Gomez, Maria Hadjifrangiskou, Jonathan M. Irish, Peggy L. Kendall, Annette Sunhi Kim, Katherine N. Kimmelshue, Yasin Kokoye, Shaoying Li, Oliver McDonald, Bret C. Mobley, Daniel J. Moore, Claudio A. Mosse, Hilary Highfield Nickols, Yasmina A. Paramastri, Emily Reisenbichler, Safia N. Salaria, Kenneth J. Salleng, Uchechukwu K. A. Sampson, Jonathan G. Schoenecker, Eric Sebzda, Adam C. Seegmiller, Aaron C. Shaver, Chanjuan Shi, Benjamin W. Spiller, Thomas P. Stricker, Ferrin C. Wheeler, Alison L. Woodworth, Ashwini K. Yenamandra, Erin N.Z. Yu, Andries Zijlstra

VISITING ASSISTANT PROFESSOR Jae Won YangRESEARCH ASSISTANT PROFESSORS Kalyani Amarnath, S. Kent

Dickeson, Kristen L. Hoek, Danyvid Olivares-Villagomez, Susan R. Opalenik, Vrajesh V. Parekh, Kyra A. Richter, Ingrid M. Verhamme, Lan Wu, Jing Zhou

ADJUNCT ASSISTANT PROFESSOR Wilson Pereira SilvaASSISTANT CLINICAL PROFESSORS Maurice M. Acree, Daniel D.

Canale, Deborah O. Crowe, Thomas A. Deering, Samuel H. DeMent, Vaithilingam G. Dev, James P. Elrod, Adriana L. Gonzalez, Katherine Stokes Hamilton, Thomas E. Hanes, Jerry K. Humphreys, Peter F. Jelsma, Adele M. Lewis, Feng Li, Amy Ralston McMaster Hawes, Claire E. Meena-Leist, Dan A. Pankowsky, David J. Switter

ASSOCIATES Maralie G. Exton, Bruce W. GreigINSTRUCTORS Troy M. Apple, Jennifer M. Giltnane, Raul GonzalezRESEARCH INSTRUCTORS Shanna Alexandria Arnold, Sung Hoon Cho,

Melissa A. Farrow, Takashi Suzuki, Haichun Yang

PediatricsCHAIR Steven A. WebberPROFESSORS EMERITI Ian M. Burr, Thomas P. Graham, John W.

Greene, Alexander R. Lawton, Hakan W. Sundell, Mary Theresa Urbano, Jan Van Eys

PROFESSORS Mark C. Adams, H. Scott Baldwin, Shari L. Barkin, Joey V. Barnett, John W. Brock, Dai H. Chung, Ellen Wright Clayton, Bruce E. Compas, William O. Cooper, Robert B. Cotton, James E. Crowe, Michael Rutledge DeBaun, Mark R. Denison, Terence S. Dermody, Sean P. Donahue, Elisabeth May Dykens, Kathryn M. Edwards, Candice Denise Fike, Jo-David Fine, Frank A. Fish, Agnes B. Fogo, Haydar Adib Frangoul, D. Catherine Fuchs, John P. Greer, Marta Hernanz-Schulman, Gerald B. Hickson, Iekuni Ichikawa, James A. Johns, Kevin B. Johnson, Deborah Price Jones, Howard M. Katzenstein, Valentina Kon, Fred S. Lamb, Christoph U. Lehmann, Beth Ann Malow, Wallace W. Neblett, John A. Phillips, J. Eric Pina-Garza, Fernando P. Polack, John C. Pope, William E. Russell, Jayant P. Shenai, Lawrence B. Stack, Mildred T. Stahlman, Ann Robbins Stark, Sten H. Vermund, Cindy L. Vnencak-Jones, Lynn S. Walker, William F. Walsh, Steven A. Webber, John C. Wellons

RESEARCH PROFESSORS Maciej S. Buchowski, Richard C. UrbanoADJUNCT PROFESSORS Judy L. Aschner, Michael Aschner, Yoram

Finkelstein, Frances P. Glascoe, Najwa Khuri-Bulos, Claudio Franco Lanata, Louis Joseph Muglia, Richard A. Nisbett, D. Brent Polk, Thilo Stehle, Wendy L. Stone, Susanne Tropez-Sims, Peter F. Wright

CLINICAL PROFESSORS Claudia S. Andrews, Xylina D. Bean, Joel F. Bradley, Carol H. Broadway, A. Scott Brooks, Eric Martin Chazen,

Rufus Clifford, Patricia C. Davis, Thomas Wade Denney, Elia C. Dimitri, Mary C. Dundon, Jill A. Forbess, Lloyd D. Franklin, Lee Ann Freeman, Ralph M. Greenbaum, Paul J. Heil, Robert S. Humphrey, Margreete G. Johnston, Charles A. Jordan, Barbara F. Kaczmarska, Mary E. Keown, H. Brian Leeper, Ruth Barron Long, William R. Long, Lisa L. Lowe, Robert E. Mallard, Raymond L. Meneely, Ronald V. Miller, Susan L. Morgan, Charles A. Moss, Mary E. Overton, James S. Price, William W. Prine, Churku M. Reddy, Patricia F. Robinson, Dan S. Sanders, Christopher P. Smeltzer, Anthony L. Smith, C. Norman Spencer, Julia Thompson, Elizabeth G. Triggs, Joan W. White

PROFESSORS Sari A. Acra, M. Sheila Desmond, Susan H. Guttentag, David E. Hall, Neal R. Patel, Margaret G. Rush

ASSOCIATE PROFESSORS Donald H. Arnold, Catherine Arthur-Johnson, Martin Blakely, Andrea C. Bracikowski, Stephen Todd Callahan, Thomas F. Catron, Shahana A. Choudhury, David E. Cliffel, Clarence Buddy Creech, Laurie E. Cutting, Suanne M. Daves, Victoria J. DeVito, M. Cecilia Di Pentima, Debra A. Dodd, Brian S. Donahue, Thomas P. Doyle, Barbara Engelhardt, Kevin C. Ess, Robert L. Estes, Mohammad Farooq Fazili, P. Tobi Fishel, Amy E. Fleming, Geoffrey M. Fleming, Debra L. Friedman, James C. Gay, Joseph Gigante, Thomas Brent Graham, Neil E. Green, Andrew J. M. Gregory, Peter H. Grubb, Natasha B. Halasa, Rizwan Hamid, Stephen Robert Hays, Richard H. Ho, Irene Hong-McAtee, Richard L. Hoover, Donna S. Hummell, Tracy E. Hunley, Kathy Jabs, Prince J. Kannankeril, Ann Kavanaugh-McHugh, Evon Batey Lee, Mary Lou Lindegren, Jefferson P. Lomenick, Deborah E. Lowen, Melanie Lutenbacher, Rachel Lenox Mace, Larry W. Markham, Karin C. Moolman, James Donald Moore, Paul E. Moore, David G. Morrison, Dedrick E. Moulton, Jennifer L. Najjar, Arie L. Nettles, Bibhash C. Paria, John B. Pietsch, Gregory S. Plemmons, J. Jeffrey Reese, Kris P. Rehm, Louise A. Rollins-Smith, Samuel Trent Rosenbloom, Tony L. Ross, Christianne L. Roumie, Seth J. Scholer, Jill H. Simmons, Michael Lee Smith, Stephanie E. Spottswood, Bradley B. Stancombe, Denise F. Stuart, Rebecca R. Swan, Stacy T. Tanaka, John C. Thomas, Michael G. Tramontana, Jeremy M. Veenstra-VanderWeele, Zachary E. Warren, Stuart T. Weinberg, Richard J. Wendorf, John V. Williams, Gregory J. Wilson, Aida Yared, Lisa R. Young

RESEARCH ASSOCIATE PROFESSORS Joy Darlene Cogan, Michael T. Rock, Lawrence A. Scheving, Fang Yan

ADJUNCT ASSOCIATE PROFESSORS Robert C. Bone, Susan G. McGrew, John H. Nading, Lawrence S. Prince, Elizabeth Ching-Wen Yang

ASSOCIATE CLINICAL PROFESSORS Nazneen Ahmed, Laurel V. Alsentzer, James Charles Anderson, Barbara A. Aquino, Jennifer Singleton Ashworth, Nicole O. Baggott, Elizabeth W. Bailes, Deanna Smith Bell, Nancy Graves Beveridge, Virgil L. Bigham, Jennifer Bondurant, Catherine Sipe Bottoms, Linda D. Brady, Donald T. Brothers, Alexander Jeffrey Brunner, Bradley N. Bullock, Wanda B. Cade, Susan B. Campbell, Thomas Joseph Carr, Marcie S. Castleberry, Charles G. Chandler, Kylie M. Cormier, William R. Davidson, Elizabeth Ponder Dykstra, Timothy H. Eidson, Warren D. Ervin, Larry McNeill Faust, Beverly A. Frank, Brad A. Greenbaum, Tara N. Hamada, Ashraf Hosni Hamdan, Frank Joseph Haraf, Casilda I. Hermo, Tiffany P. Hill, Molly Ramona Hood, Quentin A. Humberd, Mary Heather Johnson, William Stephen Johnson, David G. Johnston, Saagar B. Karlekar, Jason L. Kastner, Neil E. Kirshner, Lawrence A. Klinsky, Elizabeth Duke Krueger, Michael D. Ladd, Susan E. Behr Langone, Mark A. Lee, Stanley M. Lee, Donna W. Lett, Michael R. Liske, John R. Long, Deepak Mehrotra, Dina H. Mishu, Jennifer E. Moore, Sharon Moore-Caldwell, Chetan R. Mukundan, Samuel Judson Murray, Lee Anne O'Brien, Harshila R. Patel, Sara Jane Fletcher Patterson, Christopher M. Patton, Yvonne W. Pawlowski, Robin S. Pearson, Julie T. Peek, Satish D. Prabhu, Mitchell A. Pullias, Lindsay M. Rauth, Steven T. Riley, Timothy R. Roads, Victoria R. Rundus, Neil E. Seethaler, Keegan M. Smith, Steven M. Tate, Keith S. Thompson, Phyllis L. Townsend, Robert N. Treece, David J. White, Stacey M. Williams

ASSISTANT PROFESSORS Drew E. Ammons, Oluwatobi A. Amosun, Julia L. Anderson, Linda G. Ashford, Eric D. Austin, Mary Kathryn Bartek, Sunny D. Bell, Nancy Mayer Benegas, John Benjamin,

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Margaret McCullough Benningfield, Adriana Bialostozky, Nathan C. Bingham, Gurjeet Birdee, Scott C. Borinstein, Aaron B. Bowman, Brian C. Bridges, Rebekah Flowers Brown, Verena Wyvill Brown, Whitney L. Browning, W. Bryan Burnette, Kathryn L. Carlson, Kecia N. Carroll, Robert P. Carson, Shannon Nicole Chadha, James David Chappell, Mark A. Clay, Douglass B. Clayton, Timothy J. Cooper, R. Steven Couch, Jennifer E. Cox, Gabriella L. Crane, Julie A. Crittendon, Kristen L. Crossman, William Ben Cutrer, Alaina M. Kiefer Davis, Mary Ellen Dees, Neerav A. Desai, Alex B. Diamond, Christopher Herbert Dodd, Jennifer A. Domm, Stacy L. Dorris, Dwayne Dove, Toni O. Egolum, Stephanie H. Eidson, Maie El-Sourady, Adam John Esbenshade, Cristina Maria Estrada, Vernat J. Exil, Lindy Fenlason, Meghan S. Flemmons, Terrah L. Foster, Cary Fu, Nanibaa' A. Garrison, Maria C. Gillam-Krakauer, Lynette A. Gillis, Josefina Dee Go, Oscar G. Gomez, Jennifer Kiser Green, Patrick J. Grohar, Scott Osborn Guthrie, Elizabeth U. Harrelson, Nicholas S. D. Higby, Melissa A. Hilmes, Daniel P. Himes, Tiffany Elder Hines, Thomas Huang, Kasey A. Huff-Ignatin, Rachel Jane Hundley, Rosemary J. Hunter, Tara M. Huss, Gretchen Purcell Jackson, Kaitlin C. James, Dana R. Janssen, Sarah Sanders Jaser, David P. Johnson, Michael N. Johnston, Atia K. Jordan, Lori C. Jordan, Asha Joseph, Jennifer P. Ker, Stacy Ann Killen, Joshua E. LaBrin, Alice P. Lawrence, Laurie M. Lawrence, Truc Minh Le, Carrie Holloway Lind, Whitney A. Loring, Harold N. Lovvorn, Nirupama Sai Madduri, May Ling Mah, Nathalie L. Maitre, Melinda H. Markham, J. Andres Martinez, Patrick O'Neal Maynord, Heather L. McDaniel, Morgan Fitz McDonald, Tracy L. McGregor, Jeffry P. McKinzie, Sheila P. McMorrow, Sejal J. Mehta, William David Merryman, Eva Kathryn Miller, Matthew S. Miller, Troy D. Moon, Daniel J. Moore, Anna Whorton Morad, Thomas M. Morgan, Walter M. Morgan, Sandra A. Moutsios, Shelagh A. Mulvaney, Madhumita Ananthakrishnan Murphy, Kimberly Allison Naftel, Jaygopal Nair, Andrew Charles Neck, Maya K. Neeley, Cassandra Rutledge Newsom, Allison E. Norton, Jill Cole Obremskey, Jaime K. Otillio, Sarah Swyers Parker, David A. Parra, Devang J. Pastakia, Stephen W. Patrick, Barron L. Patterson, Matthew R. Peachey, Donna J. Perlin, Aimee P. Perri, Mark T. Peters, Sarika Uppal Peters, Monica Pierson, Amy E. Potter, Sumit Pruthi, Apostolos Psychogios, Andrew E. Radbill, Mark E. Rawls, Tyler E. Reimschisel, Diana C. Riera, Sheryl L. Rimrodt, Marilyn A. Robinson, Mary E. Romano, Christian Rosas Salazar, Alice M. Rothman, Kevin B. Sanders, Maureen S. Sanger, Jonathan G. Schoenecker, Gary R. Schwartz, Claude Edward Shackelford, Malee V. Shah, Robert F. Sidonio, Sudha P. Singh, Andrew Harold Smith, Clay B. Smith, Kurt A. Smith, Kristen M. Snyder, Andrew G. Sokolow, Jonathan H. Soslow, Ryan Jordan Stark, Beatrice M. Stefanescu, Jill E. Steigelfest, Helen Keipp Talbot, Julie Lounds Taylor, Timothy Harris Thomas, Isaac P. Thomsen, Kelly F. Thomsen, Jessica Turnbull, Kohilavani Velayudam, Kimberly B. Vera, Emmanuel J. Volanakis, Stephaine Hale Walker, Michele M. Walsh, Sally A. Watson, Jorn-Hendrik Weitkamp, Valerie N. Whatley, Kathryn E. Wheeler, Donna C. Whitney, Gina M. Whitney, Derek Justin Williams, Randy C. Williamson, Amy L. Woodward, Curtis A. Wushensky, James Lawrence Wynn

RESEARCH ASSISTANT PROFESSORS Michelle M. Becker, Christopher Brian Brown, Anna Dikalova, Lynnette M. Henderson, Seok-Hyung Kim, Andrea J. Pruijssers, Xianghu Qu, Gopal Sapparapu, Elaine L. Shelton, Jennifer C. Thigpen

ADJUNCT ASSISTANT PROFESSORS Kyle B. Brothers, Sabina B. Gesell, Stephen Letchford, Romina P. Libster, Michele D. Spring, Michael Dale Warren

ADJOINT ASSISTANT PROFESSOR Ji MaASSISTANT CLINICAL PROFESSORS Tammy H. Adams, Norman

Albertson, Syed Arshad Ali, Lori L. Amis, Mary E. Atubra, Samuel R. Bastian, James H. Batson, Maria C. Benitez-Brauer, Kelly S. Bennie, Kimberly C. Bergeron, Robert J. Berman, Suzanne K. Berman, Jon E. Betts, Deborah D. Beyer, Melita M. Bradley, Lori A. Breaux, Deborah M. Bryant, Kimberly Ann Buie, Cynthia R. Calisi, Duncan R. Campbell, John W. Chambers, Rosanne Coleman, David R. Collins, Douglas J. Collins, Jo Ann Cook Collins, Merri Shaw Collins, Allison C. Couden, Thomas L. Courtney, Erika L. Crawford, Juliet Marie Daniel, James P. Darke, Gordon B. Davis, Jennifer M. Donnelly, W. Daniel

Edmondson, Jennifer Cannon Esbenshade, Jennifer Ess, Amy Hurst Evans, Elizabeth H. Fairbank, Estuardo Figueroa, Michelle D. Fiscus, Melissa E. Fuller, Felisa L. Gilbert, James C. Godfrey, Margaret A. Gunning, Apryl Hall, Laurie A. Harris-Ford, Jeremy B. Harrison, Dana J. Haselton, Anne B. Hawkins, Timothy M. Henschel, Donna L. Hines, Jennifer B. Holzen, David R. Hudson, Mark D. Hughes, Christine W. Hunley, Andrew M. Huss, Derek K. Johnson, Susan E. Johnston, Kavita Singh Karlekar, Christopher J. Keefer, James E. Keffer, Wendy Hitch Kerr, Mark M. Krakauer, Danielle L. LaLonde, Kim Langley, Viviana Alvarado Lavin, Heather R. Lehmann, Christina M. Leiner-Lohse, Robert Howard Lillard, Mary Caroline Loghry, Samer Loleh, Gwynetta M. Luckett, Timothy C. Mangrum, Kristin Ehst Martel, Joshua M. McCollum, Karie A. McLevain-Wells, Heather A. Michalak, William R. Moore, Gordon A. Moreau, Gabriela Thomas Morel, Jennifer B. Myers, Matthew L. Perkins, Heather N. Phillips, Lisa M. Piercey, Bram I. Pinkley, Jennifer M. Ragsdale, Jennifer L. Ray, Rachel M. Ricafort, Kimberly M. Rosdeutscher, Brent A. Rosser, Mary Walker Schofield, Katharine N. Schull, Stephanie L. Schultz, Jennifer B. Seawell, Marlon Shell, Kimbel D. Shepherd, Paige J. Smith, Richard P. Smith, Jonathan M. Spanier, Christina W. Steger, Preston M. Stein, Eric F. Stiles, Peter J. Swarr, Jolanta Szczarkowska, Maggie Dong P. Tran, Parvin Vafai, Vani V. Veeramachaneni, Amy E. Vehec, Crystal N. Vernon, Travis T. Walters, Richard O. White, Teresa S. White, Catherine Oleschig Wiggleton, Patricia Sticca Williams, Ida Michele Williams-Wilson, Aubaine M. Woods, Kenneth N. Wyatt, David A. Wyckoff, Tadayuki Yoneyama

SENIOR ASSOCIATE Cheryl W. MajorASSOCIATES Melinda P. Cohen, Vickie L. Hannig, Jean P. Pfotenhauer,

Susie Margaret RossINSTRUCTORS Jennifer L. Anstadt, Vivak Bhatt, John M. Boone,

Elizabeth B. Burgos, Irina A. Didier, Daniel E. Dulek, English C. Flack, Elizabeth A. Hammock, Leigh M. Howard, Stephanie W. Israel, Susan Oommen John, Thomas M. John, Camellia R. Koleyni, Jennifer Lane, Amy Larsen Lynch, James R. MacDonald, Bernardo A. Mainou, Mary Ruth McBean, Lauren N. McClain, Debra J. McCroskey, Jessica Herbert Mouledoux, Scott R. Parker, Alanna M. Patsiokas, Erin J. Plosa, Lorina T. Poe, Elisabeth S. Pordes, James E. Powell, Kristen L. Reeslund, Joann Romano-Keeler, John D. Scott, Martha Ellen Shepherd, Ashley H. Shoemaker, Ruth Carr Stewart, William P. Titus, Sara L. Van Driest, Amy S. Weitlauf, Kenneth L. Wilkins, Sarah Elizabeth Williams

RESEARCH INSTRUCTORS Natalia Jimenez-Truque, HyeJeong Lee, Laurie A. Silva

ADJUNCT INSTRUCTORS Kimberlee D. Wyche-EtheridgeCLINICAL INSTRUCTOR Heather Barrow, Lillian Nicole BeAird-Gaines,

Ashley Blankenship, Hunter Butler, Miranda R. Butler, Jameel Clark, Candice Crewse, Travis Crook, Cristina Reyes Cruz, Ferdinand S. Espeleta, K. Frances Frigon, Amy Dinesh Gandhi, Wilmarie Garcia, Suzanne A. Glover, Jeffrey S. Gordon, Donna M. Hamacher, Walter Harrison, Katherine Hoey, Jonathan S. Huitink, Jennifer Jehrio-Butler, Abigail L. Jennings, Jennifer Ketchum, Aubrey A. Lamptey, Rachel Levy-Olomucki, Joseph A. Little, Libby Long, Johnny Chen Lu, Lea Ann Lund, Melinda B. Mallette, Emily Malone, Julie McElroy, Elizabeth L. McFarlin, Daniel McGinley, Mary McNeal, Samuel R. Orr, Allen Peabody, Christine L. Reed, S. Dorsey Rickard, Alan E. Roach, Kerry W. Ross, Abigail Ryan, William A. Sanders, Di'Net Sintim-Amoah, Carlenda Smith, Leah Umphlett, Aaron R. Ward, Eliza Whitten, Alyson Ann Wills, Anjeli Wilson

ASSISTANTS Sarah E. Blumberg, Evan E. Campa, LaTamara Q. Garrett, Jacqueline N. Gauthier, Mary Fran Hazinski, Nealetta J. Houchins-Juarez, Adam Pablo Juarez, Mary Hamilton Morton, Amy G. Nicholson, Ellen B. O'Kelley, Alacia Trent Stainbrook, John Staubitz, Lauren A. Weaver

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PharmacologyACTING CHAIR Joey V. BarnettPROFESSORS EMERITI Wolf-Dietrich Dettbarn, Joel G. Hardman, Erwin

J. Landon, Peter W. Reed, Elaine Sanders-Bush, Jack N. WellsPROFESSORS Malcolm J. Avison, Jeffrey R. Balser, Joey V. Barnett,

Italo O. Biaggioni, Randy D. Blakely, Alan R. Brash, Richard M. Breyer, Kendal Scot Broadie, H. Alex Brown, Nancy J. Brown, Richard M. Caprioli, Peter Jeffrey Conn, Ariel Y. Deutch, Ronald B. Emeson, John H. Exton, Stephen W. Fesik, Alfred L. George, Vsevolod V. Gurevich, David W. Haas, David L. Hachey, Heidi E. Hamm, Kenneth R. Hande, David G. Harrison, Bjorn C. Knollmann, Christine L. Konradi, Daniel C. Liebler, Craig W. Lindsley, MacRae F. Linton, Terry P. Lybrand, Robert L. Macdonald, Lawrence J. Marnett, Peter R. Martin, Douglas G. McMahon, Katherine T. Murray, Paul A. Newhouse, John A. Oates, Elizabeth J. Phillips, L. Jackson Roberts, David Robertson, Dan M. Roden, Sandra J. Rosenthal, Jeffrey N. Rottman, Douglas B. Sawyer, C. Michael Stein, Ronald G. Wiley, Laurence J. Zwiebel

ADJUNCT PROFESSORS Sanika S. Chirwa, John Thomas Clark, Pat R. Levitt, Sukhbir S. Mokha, Martin L. Ogletree

ASSOCIATE PROFESSORS Chang Yong Chung, Kevin P. M. Currie, Florent Elefteriou, Igor A. Feoktistov, Eugenia V. Gurevich, Eva M. Harth, Charles C. Hong, Tina M. Iverson, Ethan Lee, Michael J. McLean, Jens Meiler, Paul E. Moore, Satish R. Raj, Claus Schneider, Bih-Hwa Shieh, Jeremy M. Veenstra-VanderWeele, Brian E. Wadzinski

VISITING ASSOCIATE PROFESSORS Phyllis FreemanRESEARCH ASSOCIATE PROFESSORS Olivier G. Boutaud, Ginger Lohr

Milne, Colleen M. Niswender, Christine Saunders, Tao YangADJUNCT ASSOCIATE PROFESSORS Eun-Sook LeeASSISTANT PROFESSORS Ana Marin Dias Carneiro, John H. Cleator,

John Scott Daniels, Sean S. Davies, Jerod Scott Denton, Joshua P. Fessel, Patrick J. Grohar, Richard Joseph Gumina, Carrie K. Jones, James M. Luther, BethAnn McLaughlin, William David Merryman, Rebecca M. Sappington-Calkins, Jonathan G. Schoenecker, Benjamin W. Spiller, Gregg D. Stanwood, C. David Weaver, Xiangli Yang, Qi Zhang

RESEARCH ASSISTANT PROFESSORS Randy Barrett, Christopher Brian Brown, Michael Bubser, Michael R. Dohn, Kyle A. Emmitte, Paul James Gresch, Maureen K. Hahn, Corey R. Hopkins, Hideki Iwamoto, Aurea F. Pimenta, Shaun R. Stauffer, Alex G. Waterson, Michael R. Wood, Zixiu Xiang

ADJUNCT ASSISTANT PROFESSORS R. Nathan Daniels, Hugh M. Fentress, Klarissa D. Hardy, Susan L. Mercer

INSTRUCTORS Alice L. Rodriguez, Quinn Stanton WellsPhysical Medicine and RehabilitationCHAIR Walter R. FronteraPROFESSORS Walter R. Frontera, Michael GoldfarbASSOCIATE PROFESSORS Antoinne C. Able, Jeffery Scott JohnsASSISTANT PROFESSORS Juan A. Cabrera, Sooja Cho, R. Steven

Couch, Thomas E. Groomes, Linda R. Halperin, Angela Michelle Horton, Charles Louis Huddleston, Elizabeth A. Huntoon, Nathalie L. Maitre, Stacy M. Stark, Kristin A. Swygert, Theodore F. Towse

RESEARCH ASSISTANT PROFESSORS Paula DonahueINSTRUCTORS Bhaskar Aditya Mukherji

PsychiatryCHAIR Stephan HeckersPROFESSORS EMERITI Virginia D. Abernethy, Thomas A. Ban, William

Bernet, George C. Bolian, Peter T. Loosen, James L. Nash, Howard B. Roback, Fridolin Sulser, Warren W. Webb

PROFESSORS Randy D. Blakely, James W. Bodfish, Stephen M. Camarata, Ariel Y. Deutch, Elisabeth May Dykens, Ronald B. Emeson, D. Catherine Fuchs, Aurelio Galli, Judy Garber, Volney P. Gay, Stephan Heckers, Steven D. Hollon, Howard S. Kirshner, Christine L. Konradi, Elizabeth Lunbeck, Peter R. Martin, Keith G. Meador, Jonathan M. Metzl, Karoly Mirnics, Paul A. Newhouse, Sohee Park, William M. Petrie, Uma Rao, Christopher Slobogin, R. Jay Turner, Lynn S. Walker, Mark T. Wallace, Danny G. Winder, David Harold Zald

ADJUNCT PROFESSORS Herbert Y. Meltzer, Steven S. Sharfstein, Richard C. Shelton, Werner Konrad Strik

CLINICAL PROFESSORS David Barton, Robert O. Begtrup, Rudra Prakash, John L. Shuster, S. Steve Snow

ASSOCIATE PROFESSORS Nathaniel Kim Clark, Blythe Anne Corbett, Ronald L. Cowan, A. J. Reid Finlayson, P. Tobi Fishel, Lawrence S. Gaines, Harry E. Gwirtsman, Vanya L. Hamrin, Angela L. Jefferson, Aida L. Jimenez, Joseph D. LaBarbera, Evon Batey Lee, Myung A. Lee, Bunmi O. Olatunji, Sachin Patel, Scott M. Rodgers, Gary S. Solomon, Jeffrey G. Stovall, James S. Sutcliffe, Warren D. Taylor, Michael G. Tramontana, Harsh K. Trivedi, Jeremy M. Veenstra-VanderWeele, Zachary E. Warren, Zhongming Zhao

RESEARCH ASSOCIATE PROFESSORS Mary S. Dietrich, Zeljka M. Korade, Baxter P. Rogers

ADJUNCT ASSOCIATE PROFESSORS Rahn K. Bailey, Rebecca June Selove

ASSOCIATE CLINICAL PROFESSORS Kent Kyger, Paul W. Ragan, Karen H. Rhea, Zia U. Wahid

ASSISTANT PROFESSORS Brandon A. Ally, Terako S. T. Amison, Colin Armstrong, Anne P. Bartek, Jonathan E. Becker, Margaret McCullough Benningfield, Jennifer Urbano Blackford, Kimberly P. Brown, Reena M. Camoens, Carissa J. Cascio, Michael F. Caucci, Cheryl M. Cobb, Timothy J. Cooper, Julie A. Crittendon, Abbe G. Crump, Manus J. Donahue, Jon S. Ebert, Richard A. Epstein, Elliot M. Fielstein, Sheryl Brynne Fleisch, Mara Fleischer, Nicole Y. Franklin, Bradley W. Freeman, Maalobeeka Gangopadhyay, Katherine Gotham, Brad A. Grueter, Kirsten L. Haman, Douglas Herr, Rachel Jane Hundley, James C. Jackson, Monica L. Jacobs, Heather Kreth, Tarah M. Kuhn, Elizabeth M. LiCalzi, Whitney A. Loring, Christopher T. Maley, Linda G. Manning, Andrew A. Michel, Stephen A. Montgomery, Cassandra Rutledge Newsom, Frances Johnson Niarhos, Stephen E. Nicolson, Lesley T Omary, Sarika Uppal Peters, Todd Erik Peters, Sean M. Polyn, Julie R. Price, Ama Arthur Rowe, David N. Sacks, Kevin B. Sanders, Samuel Riley Sells, Michael H. Sherman, Elizabeth K.B. Shultz, Oliver M. Stroeh, Edwin D. Williamson, Amanda Grace Wilson, Neil David Woodward, Scott A. Wylie

ADJUNCT ASSISTANT PROFESSOR Szatmar HorvathASSISTANT CLINICAL PROFESSORS Judith B. Akin, Tammy Suggs

Alberico, Casey C. Arney, Sarah B. Aylor, Michael J. Baron, Ralph I. Barr, D. Kirk Barton, Lynn P. Barton, Sharone Elizabeth Franco Barwise, Elizabeth A. Baxter, Amy R. Best, Laurel Leslie Brown, Corey D. Campbell, Thomas W. Campbell, Natalie Campo, Nilufer E. Yalman Chanin, Philip Chanin, Michelle Macht Cochran, Carlton W. Cornett, Rodney James Snodgrass Deaton, Jill DeBona, Franklin J. Drummond, Michael J. Ferri, Jeri Eileen Fitzpatrick, Daniel L. Friedman, Sharon M. Gordon, John J. Griffin, Vicki S. Harris, Raju V. Indukuri, John A. Jackson, Kathryn Eckstein Jalovec, Robert C. Jamieson, Harold W. Jordan, William D. Kenner, Alexandre Koumtchev, Carmel Colgrove Lakhani, Thomas J. Lavie, Nasreen Mallik, Carol Proops Milam, Stephen Mory, Michael J. Murphy, Paula S. Nunn, Joe Pastor, Samuel J. Pieper, Tanya Porashka, Susanna Leigh Quasem, Gilbert W. Raulston, Marsha Robertson, Hal C. Schofield, David F. Street, Amy Tower, Alanna E. Truss, Stephanie Vaughn, Dana Deaton Verner, John A. Waide, W. Scott West, Brad V. Williams, Joseph E. Wise, Mi Yu

SENIOR ASSOCIATE Elise D. McMillanASSOCIATES Rodney S. Adams, Sonia Compas Beck, Helen E. Hatfield,

Rene A. Love, Mary Virginia T. Manley, Lynne L. McFarland, Jennifer A. Scroggie, Sandra S. Seidel, Timothy W. Stambaugh, Karen L. Starr

RESEARCH INSTRUCTOR Hui-Dong WangCLINICAL INSTRUCTORS Paul Morris, Earl Q. Parrott

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Radiation OncologyCHAIR Arnold W. MalcolmPROFESSORS Anuradha Bapsi Chakravarthy, Anthony J. Cmelak,

Charles W. Coffey, George X. Ding, Michael L. Freeman, Arnold W. Malcolm

RESEARCH PROFESSOR Sekhar R. KonjetiASSISTANT PROFESSORS Albert Attia, Steven R. Goertz, Mersiha

Hadziahmetovic, Corbin R. Johnson, Manuel A. Morales, Kenneth J. Niermann, Eric Tatsuo Shinohara, Todd C. Tenenholz

Radiology and Radiological Sciences

CHAIR Reed A. OmaryPROFESSORS EMERITI Joseph H. Allen, John H. Beveridge, J. Michael

Fitzpatrick, Sandra Kirchner, E. Paul Nance, W. Faxon PaynePROFESSORS Rochelle F. Andreotti, Malcolm J. Avison, Daniel B. Brown,

J. Jeffrey Carr, Frank E. Carroll, Andre L. Churchwell, John J. Connors, Jeffrey L. Creasy, Benoit Dawant, Dominique Delbeke, Thomas S. Dina, Arthur C. Fleischer, Michael L. Freeman, Isabel Gauthier, Stephan Heckers, Marta Hernanz-Schulman, John G. Huff, Jon H. Kaas, Jeremy J. Kaye, Marvin W. Kronenberg, William H. Martin, Steven G. Meranze, Michael I. Miga, Reed A. Omary, C. Leon Partain, James A. Patton, Ronald R. Price, Anna Wang Roe, Glynis A. Sacks-Sandler, Martin P. Sandler, Stephanie E. Spottswood, Harold D. Thompson, Norman H. Tolk, Ronald C. Walker, John A. Worrell, Thomas E. Yankeelov

RESEARCH PROFESSORS A. Bertrand Brill, James Oliver McIntyreADJUNCT PROFESSOR A. Everette JamesCLINICAL PROFESSOR Gary T. SmithASSOCIATE PROFESSORS Adam W. Anderson, Ronald C. Arildsen,

Andrea B. Birch, John J. Block, Frank H. Boehm, Peter R. Bream, Keith B. Churchwell, Ronald L. Cowan, Bruce M. Damon, Mark D. Does, Edwin F. Donnelly, Daniel T. Fowler, Daniel F. Gochberg, Alice A. Hinton, H. Charles Manning, Rene Marois, Murray J. Mazer, Kevin T. McManus, J D. Mocco, Victoria L. Morgan, Cynthia B. Paschal, Todd E. Peterson, David R. Pickens, Thomas A. Powers, Michael G. Stabin, Megan K. Strother

RESEARCH ASSOCIATE PROFESSOR Baxter P. RogersADJUNCT ASSOCIATE PROFESSORS E. James Andrews, Jeffrey A.

LandmanADJOINT ASSOCIATE PROFESSOR Stacy S. Klein-GardnerASSOCIATE CLINICAL PROFESSOR M. Reza HabibianASSISTANT PROFESSORS Richard G. Abramson, Asma Ahmad,

Joseph M. Aulino, Christopher M. Baron, Emma M. Bisson, Kimberly C. Brennan, Andrew M. Brittan, Cari L. Buckingham, Charles F. Caskey, Eduard Y. Chekmenev, Li Min Chen, Gabriella L. Crane, Matthew A. Day, Charles V. DePriest, Joseph Diggs, Manus J. Donahue, Christine K. Dove, Wendy Drew Ellis, Ricardo B. Fonseca, Michael T. Froehler, James D. Green, William A. Grissom, Ewa F. Grzeszczak, Adam Guttentag, Katherine Adair Hartley, Sara M. Harvey, Melissa A. Hilmes, Tamarya L. Hoyt, Laurie B. Jones-Jackson, Martin I. Jordanov, Stephanie C. Kurita, Peter Michael Lams, Bennett A. Landman, Mark A. Lawson, Reagan R. Leverett, Andrew J. Lipnik, Eric H. Liu, Yu Luo, Jackiel R. Mayo, Wellington Pham, Sumit Pruthi, C. Chad Quarles, Amanda Nelson Ragle, John D. Ross, Uchechukwu K. A. Sampson, Sepideh Shokouhi, Sudha P. Singh, Seth A. Smith, LeAnn Simmons Stokes, David S. Taber, Theodore F. Towse, Kevin W. Waddell, Edward Brian Welch, Geoffrey E. Wile, Jennifer R. Williams, Curtis A. Wushensky

VISITING ASSISTANT PROFESSOR Waqas MajeedRESEARCH ASSISTANT PROFESSORS G. Nicole Davis, Richard D.

Dortch, William R. Riddle, John M. Virostko, Junzhong Xu, He Zhu

ADJUNCT ASSISTANT PROFESSORS James Christopher Gatenby, J. Herman Kan

ASSISTANT CLINICAL PROFESSORS Lisa A. Altieri, Mark L. Born, Henry C. Howerton, William J. Jenkins, Philip McGuire, Grace Q. Moran, Henry H. Moran, Darin K. Morgan, Andrew J. Padgug, Chirayu Shah

ASSOCIATES Jeffrey A. Clanton, Mary Ann KeenanINSTRUCTORS Amanda K. Buck, Adrienne Dula, Miles O. Foltermann,

Tanja M. Foster, Justin H. Long, Gary Travis Patterson, Melanie Rae Flores Pickering, Mohammed N. Tantawy, Feng Wang, Zhongliang Zu

RESEARCH INSTRUCTORS Michael L. Nickels, Roman V. ShchepinADJUNCT INSTRUCTORS Gang Chen, Mark A. Miller, Hamed Mojahed

Section of Surgical SciencesCHAIR OF THE SECTION R. Daniel Beauchamp

General SurgeryCHAIR Naji N. AbumradPROFESSORS EMERITI William H. Edwards, Walter G. Gobbel, J.

Kenneth Jacobs, James A. O'Neill, Robert E. Richie, John L. SawyersPROFESSORS Naji N. Abumrad, R. Daniel Beauchamp, Colleen M.

Brophy, Ronald H. Clements, J. Stephen Dummer, Wael El-Rifai, William R. Furman, Robert L. Galloway, James R. Goldenring, David Lee Gorden, Seth J. Karp, Addison K. May, Steven G. Meranze, Nipun B. Merchant, Bonnie M. Miller, Richard S. Miller, John A. Morris, Thomas C. Naslund, William H. Nealon, Pratik P. Pandharipande, C. Wright Pinson, Warren S. Sandberg, David Shaffer, Kenneth W. Sharp, Walter E. Smalley, Carmen C. Solorzano, John Leeman Tarpley, J. Kelly Wright

RESEARCH PROFESSOR Irene D. FeurerADJUNCT PROFESSORS Stephen B. Edge, Kjell E. Oberg, William O.

Richards, William L. RussellCLINICAL PROFESSORS Ravi S. Chari, Joseph L. MulherinASSOCIATE PROFESSORS Arna Banerjee, Mark P. de Caestecker,

Jesse M. Ehrenfeld, Ana M. Grau, Oscar D. Guillamondegui, Douglas A. Hale, Alan J. Herline, Michael D. Holzman, Mary Alicia Hooks, Mark C. Kelley, Kimberly D. Lomis, Ingrid M. Meszoely, Timothy C. Nunez, Alexander A. Parikh, A. Scott Pearson, Benjamin K. Poulose, Liza M. Weavind, Alexander Zaika

RESEARCH ASSOCIATE PROFESSORS Joyce Cheung-Flynn, Kareem A. Jabbour, Padmini Komalavilas, Phillip E. Williams, Edward Y. Zavala

ADJUNCT ASSOCIATE PROFESSOR Raul J. GuzmanASSOCIATE CLINICAL PROFESSORS Roger A. Bonau, William H.

Edwards, Raymond S. Martin, William A. Nylander, Stanley O. SnyderASSISTANT PROFESSORS Raeanna Clair Adams, Claudia D. Andl,

Ysela M. Carrillo, Molly M. Cone, Bradley M. Dennis, Punita Dhawan, Shannon C. Eastham, Steven J. Eskind, Charles Robert Flynn, Rachel C. Forbes, C. Louis Garrard, Sunil K. Geevarghese, Timothy M. Geiger, Oliver L. Gunter, Kamran Idrees, Ralph J. LaNeve, Eric H. Liu, Murray J. Mazer, Willie V. Melvin, Derek E. Moore, Roberta Lee Muldoon, Mayur B. Patel, Richard A. Pierce, Lisa Rae, Henry P. Russell, Amar B. Singh, Marinos C. Soteriou, Kyla P. Terhune, D. Brandon Williams

RESEARCH ASSISTANT PROFESSORS Hanbing An, Abbes Belkhiri, L. Alan Bradshaw, Lynne A. LaPierre, Anna L. Means, Nagaraj S. Nagathihalli, Joseph T. E. Roland, Robyn A. Tamboli, Michael N. VanSaun

ADJUNCT ASSISTANT PROFESSORS Leo K. Cheng, Amosy E. M'Koma, Ki Taek Nam, Patrick R. Norris

ASSISTANT CLINICAL PROFESSORS Terry R. Allen, Suhail H. Allos, Jeanne F. Ballinger, Peter A. Bird, Matthew Borkon, Eugene P.

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Chambers, Jonathan A. Cohen, Richard E. Davis, Robert W. Ikard, Paul Juma Irungu, Sabi S. Kumar, Jeffrey A. Mathews, Timothy J. Ranval, Patrick S. Wolf

SENIOR ASSOCIATES Margaret J. Tarpley, Carolyn S. WattsINSTRUCTORS Robert J. Behm, Karole Marie Davis, Jonas Lars Mikael

Karlsson, Kendell Jean Sowards, Matthew D. Spann, William Walker Train

RESEARCH INSTRUCTORS Joseph Antoun, Emily Ann Eckert, Dae-woong Jo, Elena A. Kolobova, Weifeng Luo, Pamela A. Marks-Shulman, DunFa Peng, Suseela Somarajan, Mohammed Soutto, Jing Zhu

ADJUNCT INSTRUCTOR J. Joshua SmithCLINICAL INSTRUCTOR Luda Davies, Ray Hargreaves, Laura Louise

Lawson, Martina I. Okwueze

Cardiac SurgeryIINTERIM CHAIR Michael R. PetracekPROFESSORS EMERITI Harvey W. Bender, William S. StoneyPROFESSOR David P. Bichell, Walter H. Merrill, Michael R. PetracekADJUNCT PROFESSOR William H. FristCLINICAL PROFESSOR Davis C. DrinkwaterASSOCIATE PROFESSORS Karla G. Christian, Chad E. WagnerADJUNCT ASSOCIATE PROFESSOR V. Sreenath ReddyASSOCIATE CLINICAL PROFESSOR J. Scott RankinASSISTANT PROFESSORS Tarek S. Absi, Rashid M. Ahmad, Stephen K.

Ball, Ben Barton, Simon Maltais, Bret Allen MettlerINSTRUCTORS Matthew Danter

Neurological SurgeryCHAIR Reid C. ThompsonPROFESSORS EMERITI George S. Allen, J. Michael FitzpatrickPROFESSORS John J. Connors, Robert L. Galloway, David S. Haynes,

E. Duco Jansen, Peter E. Konrad, Lorri A. Lee, Anita Mahadevan-Jansen, Michael I. Miga, Dan M. Spengler, Reid C. Thompson, Noel B. Tulipan, John C. Wellons

ADJUNCT PROFESSOR Stephen M. OppenheimerCLINICAL PROFESSOR Anthony L. AsherASSOCIATE PROFESSORS Oran S. Aaronson, John Allan Barwise,

Joseph S. Cheng, Andrew J. M. Gregory, Oscar D. Guillamondegui, H. Charles Manning, Louise Ann Mawn, J D. Mocco, Joseph S. Neimat, Allen K. Sills, Gary S. Solomon, R. Jason Thurman

RESEARCH ASSOCIATE PROFESSOR C. Chris KaoASSISTANT PROFESSORS Lola B. Chambless, Mark A. Cobb, Clinton J.

Devin, Michael T. Froehler, Rebecca A. Ihrie, Robert P. Naftel, Kevin R. O'Neill, Mayur B. Patel, Paul T. Russell, Jialiang Wang, Kyle Derek Weaver, Robert J. Webster, Hong Yu

RESEARCH ASSISTANT PROFESSORS Aqeela Afzal, Michael Harvey, Michael S. Remple, Chevis N. Shannon

INSTRUCTORS John C. Barr, Clifford M. Houseman

Oral and Maxillofacial SurgeryCHAIR Samuel J. McKennaPROFESSOR Samuel J. McKennaRESEARCH PROFESSOR Scott B. Boyd

ASSOCIATE PROFESSOR Marion L. MessersmithRESEARCH ASSOCIATE PROFESSOR Luis VegaASSOCIATE CLINICAL PROFESSORS James D. Allen, John R. WertherASSISTANT PROFESSORS George A. Bare, Jack C. Fisher, Joe Gibson,

A. Joel Gluck, Jonathan D. Lucas, Allen H. Moffitt, John C. Pryse, Julie Wang Rezk, Sunya M. Sweeney

ASSISTANT CLINICAL PROFESSORS George A. Adams, Armando Aguilera, Michael L. Bobo, Bryan Byrnside, Mirna A. Caldwell, Robert Caldwell, Joshua A. Campbell, Laurie Carlisle, Jeffrey B. Carter, Andrew C. Cheung, H. Daniel Clark, George H. Clayton, Lindsey W. Cooper, Joseph Faiz, Bret D. Freedman, Clayton M. Fulks, Richard H. Gentzler, Cynthia A. Green, Spencer A. Haley, Alexandra Warren Hendricks, John T. King, Bart Konarski, William Layman, George S. Lee, Susie Lin, C. Michael Locke, Bruce C. McLeod, Timothy E. McNutt, Matthew K. Mizukawa, Edward C. Perdue, Adam S. Pitts, Gregory P. Richardson, Jeffrey Riggs, Stanley C. Roddy, Jaime A. Romero, Adam T. Schaefer, John K. Shea, Ellen G. Shemancik, Henry C. Simmons, David J. Snodgrass, John C. Stritikus, Rhonda Switzer, Donna C. Walls, Kevin D. West, John E. Yezerski

CLINICAL INSTRUCTOR F. William Taylor

Pediatric SurgeryCHAIR Dai H. ChungPROFESSOR EMERITUS George W. HolcombPROFESSORS Dai H. Chung, Wallace W. NeblettASSOCIATE PROFESSORS Martin Blakely, John B. PietschASSISTANT PROFESSORS Erik Nels Hansen, Gretchen Purcell Jackson,

Harold N. Lovvorn, Walter M. MorganRESEARCH ASSISTANT PROFESSOR Jingbo Qia

Plastic SurgeryCHAIR R. Bruce ShackPROFESSOR EMERITUS John B. LynchPROFESSORS Lillian B. Nanney, R. Bruce ShackASSOCIATE PROFESSORS Kevin F. Hagan, Kevin J. Kelly, Douglas R.

WeikertASSOCIATE CLINICAL PROFESSOR Jack FisherASSISTANT PROFESSORS Stephane Alain Braun, Kent K. Higdon,

James J. Madden, J. Blair Summitt, Wesley P. ThayerASSISTANT CLINICAL PROFESSORS Caroline H. Chester, Stephen

M. Davis, Joseph B. DeLozier, Philip E. Fleming, Mary Katherine Gingrass, Melinda J Haws, G. Patrick Maxwell, Peter M. Nthumba, John D. Rosdeutscher, J. Jason Wendel

Thoracic SurgeryCHAIR Joe B. PutnamPROFESSOR Joe B. PutnamASSOCIATE PROFESSOR Jonathan C. Nesbitt

Urologic SurgeryCHAIR Joseph A. SmithPROFESSORS Mark C. Adams, John W. Brock, Sam S. Chang, Roger

R. Dmochowski, Simon William Hayward, S. Duke Herrell, Robert J. Matusik, Steven G. Meranze, David F. Penson, John C. Pope, Joseph A. Smith

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ASSOCIATE PROFESSORS Peter E. Clark, Jay H. Fowke, Melissa R. Kaufman, Douglas F. Milam, Nicole L. Miller, William J. Stone, Stacy T. Tanaka, John C. Thomas

ASSOCIATE CLINICAL PROFESSORS Charles W. Eckstein, Robert A. Sewell

ASSISTANT PROFESSORS Daniel A. Barocas, Douglass B. Clayton, Kelvin A. Moses, Matthew J. Resnick, W. Stuart Reynolds, Robert J. Webster

RESEARCH ASSISTANT PROFESSORS Omar Franco Coronel, David James DeGraff, Ren Jie Jin, Douglas W. Strand, Xiuping Yu

ASSISTANT CLINICAL PROFESSORS Raoul S. Concepcion, Mark D. Flora, Whitson Lowe

SENIOR ASSOCIATE Todd J. DoranINSTRUCTORS Jeffrey C. Bassett, Aaron D. Benson, John B. Eifler,

Christopher Mitchell, Chad Ryan Ritch, William Sohn

Named and Distinguished ProfessorsNAJI N. ABUMRAD, John L. Sawyers Chair in Surgical SciencesCARLOS L. ARTEAGA, Donna S. Hall Chair in Breast CancerDAVID M. BADER, Gladys Parkinson Stahlman Chair in Cardiovascular

ResearchH. SCOTT BALDWIN, Katrina Overall McDonald Chair in PediatricsSHARI L. BARKIN, William K. Warren Foundation Chair in MedicineR. DANIEL BEAUCHAMP, John Clinton Foshee Distinguished Chair in

SurgeryGORDON R. BERNARD, Melinda Owen Bass Chair in MedicineDAVID P. BICHELL, Cornelius Vanderbilt Chair in SurgeryTIMOTHY SCOTT BLACKWELL, Ralph and Lulu Owen Chair in MedicineRANDY D. BLAKELY, Allan D. Bass Chair in PharmacologyRICHARD M. BREYER, Ruth King Scoville Chair in MedicineJOHN W. BROCK, Monroe Carell Jr. ChairH. A. BROWN, Bixler-Johnson-Mayes ChairNANCY J. BROWN, Hugh J. Morgan Chair in MedicineDAVID J. CALKINS, Denis M. O’Day M.B.B.S. Chair in Ophthalmology

and Visual SciencesRICHARD M. CAPRIOLI, Stanford Moore Chair in BiochemistryJ. J. CARR, Cornelius Vanderbilt Chair in Radiology and Radiological

SciencesWALTER J. CHAZIN, Chancellor's Chair in MedicineALAN D. CHERRINGTON, Jacquelyn A. Turner and Dr. Dorothy J. Turner

Chair in Diabetes ResearchDAI H. CHUNG, Janie Robinson and John Moore Lee Chair in PediatricsLARRY R. CHURCHILL, Ann Geddes Stahlman Chair in Medical EthicsELLEN WRIGHT CLAYTON, Craig-Weaver Chair in PediatricsROGER D. CONE, Joe C. Davis Chair in Biomedical ScienceP. JEFFREY CONN, Lee E. Limbird Chair in PharmacologyWILLIAM O. COOPER, Cornelius Vanderbilt ChairPELAYO CORREA, Anne Potter Wilson Chair in MedicineJAMES E. CROWE, JR., Ann Scott Carell ChairMICHAEL RUTLEDGE DEBAUN, J. C. Peterson M.D. Chair in Pediatric

PulmonologyMARK R. DENISON, Craig-Weaver Chair in PediaticsTERENCE S. DERMODY, Dorothy Overall Wells Chair in PediatricsARIEL Y. DEUTCH, James G. Blakemore Chair in PsychiatryROBERT S. DITTUS, Albert and Bernard Werthan Chair in MedicineSEAN P. DONAHUE, Sam and Darthea Coleman Chair in Pediatric

OphthalmologyTHOMAS P. DOYLE, Ann and Monroe Carell Jr. Family Chair in Pediatric

CardiologyELISABETH MAY DYKENS, Annette Schaefer Eskind Chair in the

Vanderbilt Kennedy CenterROLAND D. EAVEY, Guy M. Maness Chair in OtolaryngologyKATHRYN M. EDWARDS, Sarah H. Sell and Cornelius Vanderbilt ChairWAEL EL-RIFAI, H. William Scott Jr. Chair in SurgeryTOM A. ELASY, Ann and Roscoe R. Robinson Chair of Clinical Research

at the Diabetes CenterWAEL EL-RIFAI, H. William Scott Jr. Chair in SurgeryRONALD B. EMESON, Joel G. Hardman Chair in PharmacologySERGIO FAZIO, Cornelius Vanderbilt ChairSTEPHEN W. FESIK, Orrin H. Ingram II Chair in Cancer ResearchARTHUR C. FLEISCHER, Cornelius Vanderbilt ChairAGNES B. FOGO, John L. Shapiro Chair in PathologyHAYDAR A. FRANGOUL, Carolyn Perot Rathjen ChairDEBRA L. FRIEDMAN, E. Bronson Ingram Chair in Pediatric OncologyMARK E. FRISSE, Accenture Chair in the Vanderbilt Center for Better HealthALFRED L. GEORGE, Grant W. Liddle ChairJAMES R. GOLDENRING, Paul W. Sanger Chair in Experimental SurgeryJOHN C. GORE, Hertha Ramsey Cress Chair in MedicineKATHLEEN L. GOULD, Louise B. McGavock ChairF. PETER GUENGERICH, Tadashi Inagami Ph.D. Chair in BiochemistryVOLKER H. HAASE, Krick-Brooks Chair in NephrologyHEIDI E. HAMM, Aileen M. Lange and Annie Mary Lyle Chair in

Cardiovascular ResearchRAYMOND C. HARRIS, Ann and Roscoe R. Robinson Chair in

NephrologyDAVID G. HARRISON, Betty and Jack Bailey Chair in Cardiology

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KATHERINE E. HARTMANN, Lucius E. Burch Chair of Reproductive Physiology and Family Planning

JACEK J. HAWIGER, Louise B. McGavock ChairSTEPHAN H. W. HECKERS, William P. and Henry B. Test Chair in

Schizophrenia ResearchGERALD B. HICKSON, Joseph C. Ross Chair in Medical Education and

AdministrationSCOTT W. HIEBERT, Hortense B. Ingram Chair in Cancer ResearchMICHAEL D. HOLZMAN, Lester and Sara Jayne Williams Chair in

Academic SurgeryBILLY G. HUDSON, Elliott V. Newman Professor of MedicineT. ALP IKIZLER, Catherine McLaughlin Hakim Chair in Vascular BiologyKEVIN B. JOHNSON, Cornelius Vanderbilt ChairHOWARD W. JONES, Betty and Lonnie S. Burnett Chair in Obstetrics

and GynecologyHOWARD M. KATZENSTEIN, Scott and Tracie Hamilton Chair in Cancer

SurvivorshipFRED S. LAMB, Cornelius Vanderbilt ChairMICHAEL LAPOSATA, Edward and Nancy Fody Chair in PathologyCRAIG W. LINDSLEY, William K. Warren Jr. Chair in MedicineMACRAE F. LINTON, Dr. Stephen J. Schillig Jr. and Mary Schillig Chair

in MedicineJAMES E. LOYD, Rudy W. Jacobson Chair in Pulmonary MedicineIAN G. MACARA, Louise B. McGavock ChairROBERT L. MACDONALD, Gerald M. Fenichel Chair in NeurologyMARK A. MAGNUSON, Louise B. McGavock ChairARNOLD W. MALCOLM, Cornelius Vanderbilt Chair in Radiation

OncologySIMON A. MALLAL, Major E. B. Stahlman Chair in Infectious DiseasesBETH ANN MALOW, Burry Chair in Cognitive Childhood DevelopmentLAWRENCE J. MARNETT, Mary Geddes Stahlman Chair in Cancer

ResearchROBERT J. MATUSIK, William L. Bray Chair in UrologyRANDOLPH A. MILLER, Cornelius Vanderbilt ChairKAROLY MIRNICS, James G. Blakemore Chair in PsychiatryHAROLD L. MOSES, Hortense B. Ingram Chair in Cancer ResearchJAMES L. NETTERVILLE, Mark C. Smith Chair in Head and Neck

SurgeryPAUL A. NEWHOUSE, Jim Turner Chair in Cognitive DisordersJOHN H. NEWMAN, Elsa S. Hanigan Chair in Pulmonary MedicineJOHN A. OATES, Thomas F. Frist Sr. Chair in MedicineREED A. OMARY, Carol D. and Henry P. Pendergrass Chair in Radiology

and Radiological SciencesNEIL OSHEROFF, John G. Coniglio Chair in BiochemistryROBERT H. OSSOFF, Guy W. Maness Chair in Laryngology and VoiceKEVIN G. OSTEEN, Pierre Soupart Chair in Obstetrics and GynecologyWILLIAM PAO, Cornelius Abernathy Craig ChairR. STOKES PEEBLES, Elizabeth and John Murray Chair in MedicineRICHARD M. PEEK, Mina Cobb Wallace Chair in ImmunologyJOHN S. PENN, Phyllis G. and William B. Snyder M.D. Endowed Chair in

Ophthalmology and Visual SciencesDAVID F. PENSON, Paul V. Hamilton M.D. and Virginia E. Howd Chair in

Urologic OncologyELIZABETH J. PHILLIPS, John A. Oates Chair in Clinical ResearchJOHN A. PHILLIPS, David T. Karzon Chair in PediatricsJENNIFER A. PIETENPOL, Benjamin F. Byrd Jr. Endowed Chair in

OncologyC. WRIGHT PINSON, H. William Scott Jr. Chair in SurgeryDAVID W. PISTON, Louise B. McGavock ChairALVIN C. POWERS, Joe C. Davis Chair in Biomedical ScienceRONALD R. PRICE, Godfrey Hounsfield Chair in Radiology and

Radiological SciencesW. RUSSELL RIES, Carol and John Odess Chair in Facial Plastic and

Reconstructive SurgeryL. JACKSON ROBERTS, William Stokes Chair in Experimental TherapeuticsDAVID ROBERTSON, Elton Yates Professorship in Autonomic DisordersDAN M. RODEN, William Stokes Chair in Experimental TherapeuticsWILLIAM E. RUSSELL, Cornelius Vanderbilt ChairCHARLES R. SANDERS, Aileen M. Lange and Annie Mary Lyle Chair in

Cardiovascular Research

SAMUEL A. SANTORO, Dorothy Beryl and Theodore R. Austin Chair in Pathology

DOUGLAS B. SAWYER, Lisa M. Jacobson Chair in Cardiovascular MedicineJOHN F. SCHNELLE, Paul V. Hamilton M.D. Chair in GeriatricsYU SHYR, Harold L. Moses Chair in Cancer ResearchJOSEPH A. SMITH, William L. Bray Chair in UrologyKURT P. SPINDLER, Kenneth Schermerhorn Chair in Orthopaedics and

RehabilitationSUBRAMANIAM SRIRAM, William C. Weaver III Chair in NeurologyWILLIAM W. STEAD, McKesson Foundation Chair in Biomedical InformaticsC. MICHAEL STEIN, Dan May Chair in MedicineROLAND W. STEIN, Mark Collie Chair in Diabetes ResearchTIMOTHY R. STERLING, David E. Rogers ProfessorshipPAUL STERNBERG, George Weeks Hale Professorship of OphthalmologyREID C. THOMPSON, William F. Meacham Chair in Neurological SurgeryLUC VAN KAER, Elizabeth and John Shapiro ChairSTEN H. VERMUND, Amos Christie Chair in Global HealthTHOMAS J. WANG, Gottlieb C. Friesinger II Chair in Cardiovascular

MedicineDAVID H. WASSERMAN, Annie Mary Lyle ChairSTEVEN A. WEBBER, James C. Overall Chair in PediatricsMATTHEW BRET WEINGER, Norman Ty Smith Chair in Patient Safety

and Medical SimulationKEITH T. WILSON, Thomas F. Frist Sr. Chair in MedicineCHRISTOPHER V. WRIGHT, Louise B. McGavock ChairJOHN D. YORK, Natalie Overall Warren ChairROY ZENT, Thomas F. Frist Sr. Chair in MedicineCARL W. ZIMMERMAN, Frances and John C. Burch Chair in Obstetrics

and GynecologyMARY M. ZUTTER, Louise B. McGavock Chair

FacultyORAN S. AARONSON, Associate Professor of Neurological Surgery;

Assistant Professor of Orthopaedic Surgery and Rehabilitation B.S., M.B.B.S. (London [U.K.] 1992, 1997) [2004]

MATTHEW J. ABBATE, Instructor in Clinical Medicine B.A. (Brown 1987); M.D. (Tufts 1991) [1995]

KHALED ABDEL-KADER, Assistant Professor of Medicine B.A. (Saint Louis 1998); M.D. (Robert Wood Johnson Medical, New Brunswick 2002); M.S. (Pittsburgh 2009) [2013]

RASUL ABDOLRASULNIA, Research Associate Professor of Medicine B.S. (Shiraz [Iran] 1961); M.S. (Pahlavi [Iran] 1972); Ph.D. (Tennessee, Memphis 1978) [1988]

VIRGINIA D. ABERNETHY, Professor of Psychiatry, Emerita B.A. (Wellesley 1955); M.A., Ph.D. (Harvard 1968, 1970); M.B.A. (Vanderbilt 1981) [1975]

ANTOINNE C. ABLE, Associate Professor of Clinical Physical Medicine and Rehabilitation; Associate Professor of Clinical Orthopaedic Surgery and Rehabilitation B.A. (Tennessee 1980); M.S. (Tennessee State 1982); M.D., M.S.C.I. (Meharry Medical 1989, 2010) [2011]

BASSEL W. ABOU-KHALIL, Professor of Neurology B.S., M.D. (American University of Beirut [Lebanon] 1974, 1978) [1988]

RIMA N. ABOU-KHALIL, Assistant Professor of Clinical Hearing and Speech Sciences M.S. (Vanderbilt 1991); B.A., M.A. (American University of Beirut [Lebanon] 1992, 1995); Ph.D. (Vanderbilt 2003) [2009]

ROBERT L. ABRAHAM, Assistant Professor of Medicine B.A. (Dartmouth 1985); M.D. (Medical College of Georgia 2000) [2008]

RICHARD G. ABRAMSON, Assistant Professor of Radiology and Radiological Sciences A.B. (Harvard 1994); M.D. (Harvard Medical 2000) [2011]

VANDANA G. ABRAMSON, Assistant Professor of Medicine B.A. (California, Berkeley 1996); M.D. (Chicago 2000) [2009]

TAREK S. ABSI, Assistant Professor of Cardiac Surgery B.S., M.D. (American University of Beirut [Lebanon] 1991, 1995) [2005]

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AHMAD ABU-HALIMAH, Assistant Professor of Clinical Medicine M.D. (Ain Shams [Egypt] 1993) [2009]

NAJI N. ABUMRAD, John L. Sawyers Chair in Surgical Sciences; Professor of Surgery; Chair of the Department of Surgery B.S., M.D. (American University of Beirut [Lebanon] 1966, 1971) [2002]

LEALANI M.Y. ACOSTA, Assistant Professor of Clinical Neurology B.A. (George Washington 2001); B.A. (Oxford [U.K.] 2003); M.D. (Virginia 2007) [2013]

SARI A. ACRA, Director, Division of Pediatric Gastroenterology B.Sc. (North Carolina State 1985); M.D. (American University of Beirut [Lebanon] 1989); M.P.H. (Vanderbilt 2005) [2001]

MAURICE M. ACREE, JR., Assistant Clinical Professor of Pathology, Microbiology, and Immunology A.B. (Vanderbilt 1949); M.D. (Tennessee, Memphis 1961) [1970]

RONY A. ADAM, Professor of Clinical Obstetrics and Gynecology B.S. (Maryland 1987); M.D. (Maryland, Baltimore 1991) [2013]

GEORGE A. ADAMS, SR., Assistant Clinical Professor of Oral and Maxillofacial Surgery D.D.S., M.S. (Indiana, Indianapolis 1974, 1976) [1978]

MARK C. ADAMS, Professor of Urologic Surgery; Professor of Pediatrics A.B., M.D. (Vanderbilt 1979, 1983) [1995]

RAEANNA CLAIR ADAMS, Assistant Professor of Surgery B.S. (Georgia 1998); M.D. (Mercer 2002) [2009]

RODNEY S. ADAMS, Associate in Psychiatry B.S.N. (Belmont 2000); M.S.N. (Vanderbilt 2001) [2002]

TAMMY H. ADAMS, Assistant Clinical Professor of Pediatrics B.S. (Belmont 1993); M.D. (East Tennessee State 1997) [2007]

WESLEY F. ADAMS, JR., Clinical Instructor in Obstetrics and Gynecology B.S. (Georgia 1970); M.D. (Medical College of Georgia 1974) [2012]

KEITH D. ADKINS, Assistant in Medicine B.A. (Augusta State 2001); M.S.N. (Vanderbilt 2008) [2010]

R. TERRY ADKINS, Assistant Clinical Professor of Obstetrics and Gynecology B.A. (Tennessee 1980); M.D. (Baylor 1983) [1989]

AQEELA AFZAL, Research Assistant Professor of Neurological Surgery M.S. (SUNY, Stony Brook 1998); Ph.D., M.B.A. (Florida 2003, 2007) [2012]

ANITA AGARWAL, Professor of Ophthalmology and Visual Sciences M.B.B.S. (Mangalore [India] 1985); M.S. (Postgraduate Institute of Medical Education and Research [India] 1990) [1999]

VINCENT K. AGBOTO, Adjunct Assistant Professor of Biostatistics B.S. (Lom [Togo] 1995); M.S., Ph.D. (Minnesota 2005, 2006) [2009]

ARMANDO AGUILERA, JR., Assistant Clinical Professor of Oral and Maxillofacial Surgery B.A. (Miami 1995); D.D.S. (Meharry School of Dentistry 2000) [2013]

MARIA DEL PILAR AGUINAGA, Professor of Obstetrics and Gynecology at Meharry Medical College; Adjunct Associate Professor of Medicine at Vanderbilt B.S., M.S. (Universidad Peruana 'Cayetano Heredia' [Peru] 1977, 1979); Ph.D. (Kanazawa [Japan] 1984) [1997]

ASMA AHMAD, Assistant Professor of Radiology and Radiological Sciences B.A. (Vanderbilt 1996); M.D. (Louisville 2001) [2009]

FIRDOS AHMAD, Research Assistant Professor of Medicine B.Sc. (Lucknow [India] 2000); M.Sc. (Jamia Hamdard [India] 2004); Ph.D. (All India Institute of Medical Sciences 2009) [2014]

RASHID M. AHMAD, Chief Informatics Officer, VHVI Sc.B. (Brown 1988); M.D. (Columbia 1992) [2002]

NAZNEEN AHMED, Associate Clinical Professor of Pediatrics M.D. (Bangalore [India] 1986) [2005]

MOHAMED R. AHMED, Research Instructor in Pharmacology Ph.D. (Madras [India] 2003) [2010]

SYED T. AHMED, Assistant Professor of Biomedical Informatics M.S., Ph.D. (Arizona State ); B.E. (Osmania [India] 2002) [2012]

CHRISTOPHER R. AIKEN, Professor of Pathology, Microbiology, and Immunology B.S. (California, Santa Barbara 1983); Ph.D. (Illinois, Champaign 1991) [1995]

MUHAMMAD AJMAL, Assistant Clinical Professor of Orthopaedic Surgery and Rehabilitation M.D. (Allama Iqbal Medical College [Pakistan] 1989) [2011]

WENDELL S. AKERS, Adjunct Associate Professor of Medicine Pharm.D. (Tennessee, Memphis 1991); Ph.D. (Kentucky, Lexington 1998) [2007]

JUDITH B. AKIN, Assistant Clinical Professor of Psychiatry B.S., M.D. (Arkansas, Little Rock 1982, 1986) [1990]

SYLVIE A. AKOHOUE, Assistant Professor of Family and Community Medicine at Meharry Medical College; Adjunct Assistant Professor of Medicine at Vanderbilt B.S. (National, San Diego 1986); M.S. (California State, Fresno 1990); Ph.D. (Pennsylvania State 2003) [2008]

TAMMY SUGGS ALBERICO, Assistant Clinical Professor of Psychiatry B.S. (Georgia 1998); M.D. (Mercer 2002) [2009]

NORMAN ALBERTSON, Assistant Clinical Professor of Pediatrics B.S. (Texas A & M 1981); M.D. (Texas, San Antonio 1991) [1995]

DONALD J. ALCENDOR, Assistant Professor of Cancer Biology at Meharry Medical College; Adjunct Assistant Professor of Cancer Biology at Vanderbilt B.Sc. (Southern, Baton Rouge 1983); M.S. (Louisiana State 1986); Ph.D. (California, Davis 1992) [2009]

MELINDA ALDRICH, Assistant Professor of Thoracic Surgery; Assistant Professor of Medicine (Epidemiology) B.A. (California, Santa Cruz 1992); M.P.H., Ph.D. (California, Berkeley 2003, 2007) [2010]

DAVID D. ALFERY, Adjunct Associate Professor of Anesthesiology B.A. (Tulane 1970); M.D. (Louisiana State, New Orleans 1976) [1995]

WILLIAM C. ALFORD, Clinical Professor of Medicine, Emeritus B.A., M.D. (Vanderbilt 1952, 1955) [1964]

HOLLY M. ALGOOD, Assistant Professor of Medicine; Assistant Professor of Pathology, Microbiology, and Immunology B.S. (Mount Union 1998); Ph.D. (Pittsburgh 2003) [2008]

SYED ARSHAD ALI, Assistant Clinical Professor of Pediatrics M.B.B.S. (Dow Medical [Pakistan] 1992) [2010]

YASMINE SUBHI ALI, Assistant Clinical Professor of Medicine B.A., M.D., M.S.C.I. (Vanderbilt 1997, 2001, 2007) [2008]

MUKTAR HASSAN ALIYU, Associate Professor of Health Policy; Associate Professor of Medicine; Assistant Professor of Family and Community Medicine at Meharry Medical College; Associate Director for Research in the Vanderbilt Institute for Global Health M.B.B.S. (Ahmadu Bello [Nigeria] 1994); M.P.H. (George Washington 2002); Dr.P.H. (Alabama, Birmingham 2005) [2009]

ANNA MARIE ALLEN, Assistant Professor of Emergency Medicine B.S., M.D. (East Tennessee State 1982, 1986) [1998]

BRIAN F.S. ALLEN, Assistant Professor of Anesthesiology B.A., M.D. (University of Washington 2002, 2006) [2012]

GEORGE S. ALLEN, Professor of Neurological Surgery, Emeritus B.A. (Wesleyan 1963); M.D. (Washington University 1967); Ph.D. (Minnesota 1975) [1984]

GREGG P. ALLEN, Clinical Instructor in Medicine; Adjunct Instructor in Nursing A.B. (Oberlin 1974); M.D. (Jefferson 1978) [1998]

JOSEPH H. ALLEN, JR., Professor of Radiology and Radiological Sciences, Emeritus M.D. (University of Washington 1948) [1956]

NEWTON P. ALLEN, JR., Assistant Clinical Professor of Medicine B.S. (Davidson 1982); M.D. (Vanderbilt 1986) [2003]

PATRICIA FLYNN ALLEN, Adjunct Assistant Professor of Hearing and Speech Sciences B.A. (Fordham 1970); M.A., M.S. (Vanderbilt 1973, 1976) [2006]

TERRY R. ALLEN, Assistant Clinical Professor of Surgery B.A. (Swarthmore 1962); M.D. (Virginia 1966) [1974]

FRED ALLISON, JR., Professor of Medicine, Emeritus B.S. (Auburn 1944); M.D. (Vanderbilt 1946) [1987]

BAN MISHU ALLOS, Associate Professor of Medicine B.A. (Emory 1981); M.D. (Tennessee, Memphis 1985) [1993]

BRANDON A. ALLY, Assistant Professor of Neurology; Assistant Professor of Psychiatry; Assistant Professor of Psychology B.A. (Tennessee 1996); M.A., Ph.D. (Southern Mississippi 2002, 2004) [2010]

LAUREL V. ALSENTZER, Associate Clinical Professor of Pediatrics B.S. (Vanderbilt 1983); M.D. (Pennsylvania State 1987) [1993]

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D. PHILLIPS ALTENBERN, Clinical Instructor in Obstetrics and Gynecology B.A. (North Carolina 1984); M.D. (Vanderbilt 1988) [1992]

LISA A. ALTIERI, Assistant Clinical Professor of Radiology and Radiolgocial Sciences B.S. (Murray State 1981); M.D. (Louisville 1985) [2012]

BRET ALVIS, Assistant Professor of Anesthesiology B.S., M.D. (Iowa 2005, 2009) [2014]

LORI L. AMIS, Assistant Clinical Professor of Pediatrics B.S. (Auburn 1989); M.D. (Tennessee, Memphis 1993) [1996]

TERAKO S. T. AMISON, Assistant Professor of Clinical Psychiatry B.S. (Samford 1996); M.D. (Alabama, Birmingham 2001) [2010]

J. DAVID AMLICKE, Assistant Clinical Professor of Medicine B.A. (Williams 1980); M.D. (Northwestern 1988) [2007]

OLUWATOBI A. AMOSUN, Assistant Professor of Clinical Pediatrics B.S. (Vanderbilt 2000); M.D. (Pittsburgh 2004) [2009]

KRISTEN K. ANCELL, Assistant Professor of Clinical Medicine B.S. (Missouri State 2001); M.D. (Missouri, Saint Louis 2005) [2011]

SHILO ANDERS, Adjunct Research Assistant Professor of Anesthesiology B.A. (Montana Western 2002); M.A. (Dayton 2004); Ph.D. (Ohio State 2008) [2011]

BRENT C. ANDERSON, Assistant Professor of Medicine B.A., M.D. (Mercer 1997, 2001) [2010]

JAMES CHARLES ANDERSON, Associate Clinical Professor of Pediatrics B.A. (Illinois Wesleyan 1985); M.D. (Vanderbilt 1989) [1993]

JULIA L. ANDERSON, Assistant Professor of Pediatrics B.S. (University of the South 1996); M.D. (Mercer 2001) [2008]

MORGAN DEAN ANDERSON, Instructor in Clinical Emergency Medicine B.S. (Tennessee 2005); M.D. (Tennessee, Memphis 2009) [2014]

TED L. ANDERSON, Professor of Obstetrics and Gynecology; Adjunct Professor of Nursing B.S., M.S. (Southern Mississippi 1976, 1978); Ph.D., M.D. (Vanderbilt 1985, 1993) [2002]

CLAUDIA D. ANDL, Assistant Professor of Surgery; Assistant Professor of Cancer Biology M.Sc. (Heidelberg [Germany] 1997); Ph.D. (Duisburg-Essen [Germany] 2001) [2008]

THOMAS ANDL, Assistant Professor of Medicine M.S., Ph.D. (Heidelberg [Germany] 1994, 1998) [2008]

ROCHELLE F. ANDREOTTI, Professor of Clinical Radiology and Radiological Sciences; Associate Professor of Clinical Obstetrics and Gynecology B.S., M.D. (Florida 1975, 1978) [2005]

BENJAMIN LAU ANDREWS, Instructor in Medicine B.S. (Rice 1997); M.D. (Baylor 2005) [2012]

CLAUDIA S. ANDREWS, Clinical Professor of Pediatrics A.B., M.D. (Washington University 1968, 1972) [2006]

E. JAMES ANDREWS, JR., Adjunct Associate Professor of Radiology and Radiological Sciences B.A. (Colorado 1962); M.D. (Florida 1966) [2002]

WILLIAM A. ANDREWS, Assistant in Anesthesiology B.A. (Trevecca Nazarene 2006); M.S.N. (Vanderbilt 2011) [2011]

FEDERICA B. ANGEL, Assistant Professor of Clinical Medicine B.A. (Texas 2001); M.D. (Texas Tech University 2008) [2011]

NARENDER ANNAPUREDDY, Assistant Professor of Medicine Bachelor in Medicine (Osmania [India] 2007) [2014]

KIM ANNIS, Assistant in Medicine B.S. (Wisconsin, Stout 1979); M.S. (Transylvania 1986); B.H.S. (Kentucky, Lexington 1996) [2013]

JOSEPH ANTOUN, Research Instructor in Surgery M.S. (St. Joseph [Lebanon] 2003); Ph.D. (Université de Bretagne Occidentale [France] 2007) [2011]

TROY M. APPLE, Instructor in Pathology, Microbiology, and Immunology B.S. (Rose-Hulman Institute of Technology 1986); D.V.M. (Tennessee 1998) [2008]

BARBARA A. AQUINO, Associate Clinical Professor of Pediatrics B.S., M.D. (Santo Tomas [Phillipines] 1974, 1978) [2005]

AMIR M. ARAIN, Associate Professor of Neurology M.D. (Karachi [Pakistan] 1987); B.S. (Pakistani Community [Saudi Arabia] 1994) [2000]

RONALD C. ARILDSEN, Associate Professor of Radiology and Radiological Sciences B.S., M.S. (Yale 1977, 1977); M.D. (Columbia 1981) [1992]

SADE ARINZE, Instructor in Medicine B.Sc. (Kennesaw State 2007); M.D. (Louisville 2011) [2014]

COLIN ARMSTRONG, Assistant Professor of Clinical Psychiatry; Adjunct Assistant Professor of Psychology; Psychologist Kim Dayani Center B.A. (California State, Bakersfield 1990); Ph.D. (San Diego State 1998) [2001]

RICHARD N. ARMSTRONG, Professor of Biochemistry B.S. (Western Illinois 1970); Ph.D. (Marquette 1975) [1995]

CASEY C. ARNEY, Assistant Clinical Professor of Psychiatry B.A. (Kentucky, Lexington 1984); M.D. (Louisville 1988) [1993]

DONALD H. ARNOLD, Associate Professor of Pediatrics B.A., M.D. (Emory 1975, 1979); M.P.H. (Johns Hopkins 2006) [2002]

SHANNA ALEXANDRIA ARNOLD, Research Instructor in Pathology, Microbiology, and Immunology B.S. (Texas Christian 2003); Ph.D. (Texas, Dallas 2009); M.S. (Vanderbilt 2014) [2014]

DAVID MICHAEL ARONOFF, Associate Professor of Medicine; Director, Division of Infectious Diseases B.S. (Indiana, Fort Wayne 1991); M.D. (Tufts 1995) [2013]

CARLOS L. ARTEAGA, Donna S. Hall Chair in Breast Cancer; Professor of Medicine; Professor of Cancer Biology M.D. (Universidad Cat lica de Guayaquil [Ecuador] 1980) [1988]

SCOTT T. ARTHUR, Assistant Professor of Clinical Orthopaedic Surgery and Rehabilitation M.D. (Tennessee, Memphis 2000) [2009]

CATHERINE ARTHUR-JOHNSON, Associate Professor of Clinical Pediatrics B.S. (Oakwood 1979); M.D. (Meharry Medical 1983) [1999]

MUHAMMAD ASAD, Assistant Clinical Professor of Medicine F.Sc. (Multan [Pakistan] 1986); M.D. (Nishtar Medical [Pakistan] 1992) [2009]

SOHEYL ASADSANGABI, Assistant Professor of Clinical Obstetrics and Gynecology; Adjunct Assistant Professor of Nursing B.S.N. (Tennessee State 1996); M.S.N., D.N.P. (Vanderbilt 2004, 2013) [2006]

KOFI ASARE-BAWUAH, Clinical Instructor in Pediatrics B.Sc., M.D., M.B.Ch.B (Kwame Nkrumah University of Science and Technology [Ghana] 2000, 2003, 2004) [2014]

MANUEL ASCANO, JR., Assistant Professor of Biochemistry B.S. (Illinois, Champaign 1997); Ph.D. (Cincinnati 2006) [2014]

JUDY L. ASCHNER, Adjunct Professor of Pediatrics B.S. (Union College [New York] 1977); M.D. (Rochester 1981) [2004]

MICHAEL ASCHNER, Adjunct Professor of Pediatrics B.S., M.S., Ph.D. (Rochester 1980, 1983, 1985) [2004]

NATHAN E. ASHBY, Assistant Professor of Anesthesiology; Adjunct Assistant Professor of Nursing B.S. (Vanderbilt 1998); M.D. (Tennessee, Memphis 2003) [2008]

ANTHONY L. ASHER, Clinical Professor of Neurological Surgery B.S. (Kalamazoo 1982); M.D. (Wayne State 1987) [2012]

LINDA G. ASHFORD, Assistant Professor of Pediatrics B.S., M.S. (Tennessee 1971, 1973); M.S., Ph.D. (Vanderbilt 1982, 1988) [1995]

DANIEL H. ASHMEAD, Professor of Hearing and Speech Sciences Sc.B. (Brown 1976); Ph.D. (Minnesota 1983) [1984]

JENNIFER SINGLETON ASHWORTH, Associate Clinical Professor of Pediatrics B.S. (Vanderbilt 1992); M.D. (Alabama, Birmingham 1997) [2000]

MUHAMMAD ASLAM, Research Assistant Professor of Medicine M.B.B.S. (Nishtar Medical [Pakistan] 1981) [2010]

MARY A. ASSON-BATRES, Adjunct Professor of Medicine Ph.D. (Oregon Health and Science 1990) [2010]

ANABEL ROBERTSON ATKINSON, Associate in Orthopaedic Surgery and Rehabilitation B.A. (George Washington 2005); M.S.N. (Vanderbilt 2008) [2009]

JAMES B. ATKINSON III, Professor of Pathology, Microbiology, and Immunology B.A., Ph.D., M.D. (Vanderbilt 1973, 1981, 1981) [1985]

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SHELLEY ATKINSON, Assistant in Surgery B.S.N. (Tennessee Technological 1991); M.S.N. (Vanderbilt 1995) [2011]

ALBERT ATTIA, Assistant Professor of Radiation Oncology B.E., M.D. (Vanderbilt 2003, 2007) [2013]

MARY E. ATUBRA, Assistant Clinical Professor of Pediatrics B.S., M.D. (Kwame Nkrumah University of Science and Technology [Ghana] 1985, 1988) [2009]

CAROLYN S. AUBREY, Associate in Orthopaedic Surgery and Rehabilitation B.S.N. (Evansville College 1973); M.S.N. (Vanderbilt 1974) [1991]

CAROLYN AUDET, Assistant Professor of Health Policy B.A. (Princeton 2000); M.A., Ph.D. (Vanderbilt 2004, 2006) [2008]

JOSEPH M. AULINO, Assistant Professor of Radiology and Radiological Sciences B.S. (Richmond 1991); M.D. (Medical College of Virginia 1995) [2001]

THOMAS M. AUNE, Professor of Medicine; Associate Professor of Pathology, Microbiology, and Immunology B.S. (Rhodes College 1973); Ph.D. (Tennessee, Memphis 1976) [1995]

ERIC D. AUSTIN, Assistant Professor of Pediatrics B.A. (Pennsylvania 1996); M.D. (Emory 2001); M.S.C.I. (Vanderbilt 2008) [2008]

THOMAS M. AUSTIN, JR., Assistant Professor of Anesthesiology B.S. (West Florida 2000); M.D. (Vanderbilt 2007) [2012]

LINDA L. AUTHER, Adjunct Assistant Professor of Hearing and Speech Sciences B.S., M.Ed. (James Madison [Virginia] 1986, 1988); Ph.D. (Vanderbilt 1996) [1997]

GEORGE R. AVANT, Associate Professor of Medicine B.S., M.D. (North Carolina 1963, 1967) [1974]

MALCOLM J. AVISON, Professor of Radiology and Radiological Sciences; Professor of Pharmacology; Professor of Neurology B.A. (Cambridge College [Massachusetts] 1979); M.Phil., Ph.D. (Yale 1985, 1986) [2003]

JOSEPH A. AWAD, Professor of Medicine B.A. (Vanderbilt 1980); M.D. (Washington University 1985) [1992]

JULIO E. AYALA, Adjoint Assistant Professor of Molecular Physiology and Biophysics B.S. (Duke 1997); Ph.D. (Vanderbilt 2003) [2005]

SARAH B. AYLOR, Assistant Clinical Professor of Psychiatry B.A., M.D. (Vanderbilt 1978, 1983) [1987]

NABIL J. AZAR, Assistant Professor of Neurology B.S., M.D. (American University of Beirut [Lebanon] 1996, 2000) [2007]

VLADIMIR R. BABAEV, Research Assistant Professor of Medicine M.D., Ph.D., D.Sc. (Volgograd Medical Institute [Russia] 1972, 1979, 1992) [2000]

WAYNE BABCOCK, Assistant in Anesthesiology B.S.N. (Cumberland [Tennessee] 2001); M.S.N. (Vanderbilt 2012) [2012]

BRIAN O. BACHMANN, Associate Professor of Chemistry; Associate Professor of Biochemistry B.S. (Virginia Polytechnic Institute 1992); M.S. (Southern Methodist 1994); M.A., Ph.D. (Johns Hopkins 1997, 2000) [2003]

JUSTIN MATTHEW BACHMANN, Instructor in Medicine B.A. (Washington University 2000); M.D. (Vanderbilt 2006) [2014]

DAVID M. BADER, Gladys Parkinson Stahlman Chair in Cardiovascular Research; Professor of Medicine; Professor of Cell and Developmental Biology B.A. (Augustana [South Dakota] 1974); Ph.D. (North Dakota, Williston 1978) [1995]

JAYANT BAGAI, Assistant Professor of Medicine M.D. (Delhi [India] 1994) [2008]

KANIKA BAGAI, Assistant Professor of Neurology M.B.B.S. (Delhi [India] 1995) [2004]

SARAH M. BAGGETTE, Assistant in Anesthesiology B.A. (Birmingham-Southern 1993); B.S.N. (Alabama, Birmingham 1997); M.S.N. (Johns Hopkins 2001) [2009]

NICOLE O. BAGGOTT, Associate Clinical Professor of Pediatrics B.S. (Vanderbilt 1995); M.D. (Tulane 2000) [2004]

ELIZABETH W. BAILES, Associate Clinical Professor of Pediatrics B.S., M.D. (Kentucky, Lexington 1998, 2002) [2005]

RAHN K. BAILEY, Associate Professor of Psychiatry at Meharry Medical College; Adjunct Associate Professor of Psychiatry at Vanderbilt B.S. (Morehouse 1986); M.D. (Texas, Galveston 1990) [2008]

DEBORAH D. BAKER, Associate in Orthopaedic Surgery and Rehabilitation B.S. (Pepperdine 2007); M.S. (Harding 2010) [2013]

LINDSEY AMINA BAKSH, Instructor in Clinical Obstetrics and Gynecology B.S. (California State 2005); M.S.N. (Vanderbilt 2007) [2010]

H. SCOTT BALDWIN, Katrina Overall McDonald Chair in Pediatrics; Professor of Pediatrics; Professor of Cell and Developmental Biology B.A., M.D. (Virginia 1977, 1981) [2002]

BRIAN BALES, Assistant Professor of Emergency Medicine B.A. (DePaul 2000); M.D. (Indiana, Bloomington 2008) [2012]

JUSTIN M. BALKO, Research Assistant Professor of Medicine Pharm.D. (SUNY, Buffalo 2004); Ph.D. (Kentucky, Lexington 2009) [2013]

STEPHEN K. BALL, Assistant Professor of Cardiac Surgery B.S. (Mississippi State 1983); M.D. (Mississippi 1987) [2007]

DEAN W. BALLARD Professor of Pathology, Microbiology, and Immunology B.S. (Marshall 1978); M.S., Ph.D. (Illinois, Chicago 1981, 1984) [1992]

JEANNE F. BALLINGER, Assistant Clinical Professor of Surgery at St. Thomas Medical Center B.A. (Texas 1973); M.D. (Harvard 1977) [1982]

JEFFREY R. BALSER, Vice Chancellor for Health Affairs; Dean of Vanderbilt; Professor of Anesthesiology; Professor of Medicine; Professor of Pharmacology B.S.E. (Tulane 1984); Ph.D., M.D. (Vanderbilt 1990, 1990) [1998]

THOMAS A. BAN, Professor of Psychiatry, Emeritus M.D. (Budapest University of Technology and Economics [Hungary] 1954) [1976]

MARY BANACH, Adjunct Instructor in Biostatistics M.P.H., Ph.D. (California, Berkeley 1985, 2003) [2013]

CAROLINE TUCKER BANES, Assistant in Surgery B.A. (Lipscomb 2006); M.S.N. (Vanderbilt 2007) [2011]

NANDAKUMAR BANGALORE VITTAL, Associate Professor of Neurology at Meharry Medical College; Adjunct Assistant Professor of Neurology at Vanderbilt M.B.B.S. (Bangalore [India] 1999) [2008]

SHICHUN BAO, Assistant Professor of Medicine M.D. (Shanghai Second Medical [China] 1989); Ph.D. (Indiana, Indianapolis 1997) [2005]

BEHIN BARAHIMI, Assistant Professor of Clinical Ophthalmology and Visual Sciences B.S., M.D. (Vanderbilt 2002, 2007) [2013]

GEORGE A. BARE, JR., Assistant Professor of Oral and Maxillofacial Surgery B.S. (Kentucky, Lexington 1976); M.S., D.M.D. (Louisville 1978, 1982) [2010]

SHARI L. BARKIN, William K. Warren Foundation Chair in Medicine; Director of the Division of General Pediatrics A.B. (Duke 1986); M.D. (Cincinnati 1991); M.S.H.S. (California, Los Angeles 1998) [2006]

KASSANDRA L. BARKLEY, Assistant in Neurology B.S. (Florida State 1996); M.S.N. (Vanderbilt 2001) [2009]

ALISON B. BARLOW, Assistant Professor of Clinical Obstetrics and Gynecology; Adjunct Instructor in Nursing B.S.N., M.S.N. (Vanderbilt 1995, 2000) [2006]

DONALD R. BARNETT, Clinical Instructor in Obstetrics and Gynecology A.B., M.D. (West Virginia, Parkersburg 1964, 1968) [1978]

JOEY V. BARNETT, Professor of Pharmacology; Professor of Pediatrics; Professor of Medicine; Professor of Pathology, Microbiology, and Immunology; Acting Chair, Department of Pharmacology B.S. (Southern Indiana 1980); Ph.D. (Vanderbilt 1986) [1992]

DANIEL A. BAROCAS, Assistant Professor of Urologic Surgery; Assistant Professor of Medicine B.A., B.S.E. (Pennsylvania 1992, 1992); M.D. (Johns Hopkins 2001); M.P.H. (Vanderbilt 2010) [2007]

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CHRISTOPHER M. BARON, Assistant Professor of Radiology and Radiological Sciences B.S. (Saint Edward's 2000); M.D. (Texas 2005) [2012]

MICHAEL J. BARON, Assistant Clinical Professor of Psychiatry B.A. (Emory 1981); M.P.H., M.D. (Tulane 1986, 1986) [2003]

RALPH I. BARR, Assistant Clinical Professor of Psychiatry B.A., M.D. (Vanderbilt 1968, 1972) [1978]

TYLER W. BARRETT, Associate Professor of Emergency Medicine B.S. (Michigan 1997); M.D. (Vanderbilt 2001) [2005]

ANNE P. BARTEK, Assistant Professor of Psychiatry B.S., M.D. (Michigan 1975, 1979) [1990]

MARY KATHRYN BARTEK, Assistant Professor of Clinical Pediatrics B.S. (Haverford 2002); M.D. (University of Washington 2007) [2013]

BEN BARTON, Assistant Professor of Clinical Cardiac Surgery B.S. (Washington and Lee 1976); M.D. (Tennessee 1980) [2014]

DAVID BARTON, Adjunct Professor of Psychiatry and Behavioral Sciences at Meharry Medical College; Clinical Professor of Psychiatry at Vanderbilt B.S. (Alabama, Birmingham 1958); M.D. (Tulane 1962) [1971]

JEFFREY P. BARTON, Assistant in Anesthesiology B.S., Master of Physician Assistant Program (Western Michigan 2004, 2007) [2013]

D. KIRK BARTON, Assistant Clinical Professor of Psychiatry B.A. (Amherst 1987); M.D. (Rochester 1993) [2011]

LYNN P. BARTON, Assistant Clinical Professor of Psychiatry B.A. (Tulane 1963); M.S.S.W. (Tennessee 1977) [1986]

SHARONE ELIZABETH FRANCO BARWISE, Assistant Clinical Professor of Psychiatry M.D. (Cape Town [South Africa] 1983) [2002]

MIRCEA M. BASARABA, Assistant Clinical Professor of Medicine M.D. (University of Medicine and Pharmacy [Romania] 1987); M.P.H. (Medical University of South Carolina 1998) [2010]

JULIE A. BASTARACHE, Assistant Professor of Medicine B.A. (College of the Holy Cross 1996); M.D. (Vanderbilt 1999) [2005]

JAMES H. BATSON, Assistant Clinical Professor of Pediatrics B.A. (Transylvania 1992); M.D. (East Tennessee State 1996) [2003]

JOSHUA A. BAUER, Research Assistant Professor of Biochemistry B.S. (Wisconsin 2001); Ph.D. (Michigan 2006) [2012]

HOWARD B. BAUM, Assistant Professor of Medicine A.B. (Texas, Dallas 1983); M.D. (Johns Hopkins 1987) [2012]

ROBERT BAUM, Health Professions Advice Office; Adjunct Assistant Professor of Orthopaedic Surgery and Rehabilitation B.S., M.S. (SUNY, Buffalo 1970, 1972); M.D. (Cincinnati 1988) [1996]

ELIZABETH A. BAXTER, Assistant Clinical Professor of Psychiatry B.S. (Rhodes College 1985); M.D. (Vanderbilt 1990) [2003]

CURTIS L. BAYSINGER, Associate Professor of Anesthesiology B.S., M.D. (Vanderbilt 1974, 1978) [2003]

XYLINA D. BEAN, Professor of Pediatrics at Meharry Medical College; Clinical Professor of Pediatrics at Vanderbilt B.A. (Mount Holyoke 1969); M.D. (Pennsylvania 1973) [2007]

DEANA MARCI BEARD, Assistant in Medicine M.S.N. (Vanderbilt 1996) [2005]

R. DANIEL BEAUCHAMP, John Clinton Foshee Distinguished Chair in Surgery; Professor of Surgery; Professor of Cancer Biology; Professor of Cell and Developmental Biology; Chair of the Section of Surgical Sciences; Adjunct Professor of Surgery at Meharry Medical College B.S. (Texas Tech University 1978); M.D. (Texas, Dallas 1982) [1987]

DAWN M. BEAULIEU, Assistant Professor of Medicine B.S. (Tennessee 1993); M.D. (Memphis 2003) [2009]

SONIA COMPAS BECK, Associate in Psychiatry B.A., M.A. (West Chester 1986, 1988); Ph.D. (Tennessee State 2001) [2011]

JASON R. BECKER, Assistant Professor of Medicine B.S. (Pennsylvania State 1998); M.D. (Tulane 2002) [2010]

JONATHAN E. BECKER, Assistant Professor of Clinical Psychiatry M.S., B.A. (Tulane 2003, 2004); D.O. (Des Moines University 2009) [2013]

MICHELLE M. BECKER, Research Assistant Professor of Pediatrics B.S. (Wheaton 1991); Ph.D. (Vanderbilt 2002) [2013]

ALICIA BEEGHLY-FADIEL, Assistant Professor of Medicine B.S. (Massachusetts Institute of Technology 1995); Ph.D., M.P.H., M.Phil. (Yale 1995, 2002, 2005) [2009]

ROBERT O. BEGTRUP, Clinical Professor of Psychiatry M.D. (Tulane 1966) [1984]

RICHARD S. BELCHER, JR., Assistant Professor of Emergency Medicine B.A. (Tennessee, Chattanooga 1985); M.D. (Tennessee, Memphis 1989) [1992]

DEANNA SMITH BELL, Associate Clinical Professor of Pediatrics M.D. (East Tennessee State 1996); M.D. (Belmont 2000) [2003]

SHANNON SWEENEY BELL, Assistant in Surgery B.S.W. (**Lipscomb 2000); M.S.N. (Vanderbilt 2003) [2006]

SUNNY D. BELL, Assistant Professor of Clinical Pediatrics B.S. (DePaul 2005); M.D. (Indiana, Indianapolis 2009) [2013]

SUSAN P. BELL, Assistant Professor of Medicine B.Sc., M.B.B.S. (London [U.K.] 1995, 1998) [2012]

HARVEY W. BENDER, JR., Professor of Cardiac and Thoracic Surgery, Emeritus M.D. (Baylor 1959) [1971]

NANCY MAYER BENEGAS, Assistant Professor of Clinical Ophthalmology and Visual Sciences; Assistant Professor of Clinical Pediatrics B.A. (Harvard 1988); M.D. (Minnesota 1993) [2009]

JOHN G. BENITEZ, Associate Professor of Emergency Medicine; Associate Professor of Clinical Medicine B.A. (Southern Illinois 1978); M.D. (Southern Illinois, Springfield 1981); M.P.H. (Pittsburgh 1995) [2008]

JOHN BENJAMIN, Assistant Professor of Pediatrics M.B.B.S. (Lokmanya Tilak Municipal [India] 1998); M.P.H. (Medical University of South Carolina 2001) [2012]

CLAUDIA BENKWITZ, Assistant Professor of Anesthesiology M.D., Ph.D. (Bonn [Germany] 2000, 2007) [2013]

JEREMY BENNETT, Assistant Professor of Anesthesiology B.S. (Middle Tennessee State 2003); M.D. (Meharry Medical 2008) [2013]

KELLY A. BENNETT, Associate Professor of Obstetrics and Gynecology; Director, Division of Maternal Fetal Medicine B.S. (Concordia, Montreal [Canada] 1988); B.S., M.D. (Memorial University of Newfoundland 1990, 1992) [2009]

KELLY S. BENNIE, Assistant Clinical Professor of Pediatrics B.S. (Miami [Ohio] 1988); M.D. (Tennessee, Memphis 1994) [1997]

MARGARET MCCULLOUGH BENNINGFIELD, Assistant Professor of Psychiatry; Assistant Professor of Pediatrics B.A. (Washington University 1996); M.D. (Vanderbilt 2002) [2008]

SARAH M. BENSON, Assistant in Medicine B.S. (Southern Indiana 2003); M.S. (Indiana, Indianapolis 2007) [2012]

ALAN R. BENTLEY, Assistant Vice Chancellor for Technology Transfer and Enterprise Development; Assistant Professor of Medical Education and Administration B.S. (Carnegie Mellon 1994); M.S. (Virginia 1994) [2011]

JORDAN D. BERLIN, Professor of Medicine B.S. (Illinois, College of Medicine, Champaign 1985); M.D. (Illinois, Chicago 1989) [1999]

M. LAWRENCE BERMAN, Professor of Anesthesiology, Emeritus B.S. (Connecticut, Stamford 1951); M.S., Ph.D. (University of Washington 1954, 1956); M.D. (North Carolina 1964) [1974]

SUZANNE K. BERMAN, Assistant Clinical Professor of Pediatrics B.A. (Rice 1994); M.D. (Tennessee, Memphis 1998) [2002]

GORDON R. BERNARD, Associate Vice Chancellor for Clinical and Translational Research; Senior Associate Dean for Clinical Sciences; Melinda Owen Bass Chair in Medicine; Professor of Medicine B.S. (Southern, Baton Rouge 1972); M.D. (Louisiana State 1976) [1981]

WILLIAM BERNET, Professor of Psychiatry, Emeritus A.B. (College of the Holy Cross 1963); M.D. (Harvard 1967) [1992]

JAMES MICHAEL BERRY, Professor of Anesthesiology B.A. (Rice 1980); M.D. (Texas 1984) [2003]

PHILLIP D. BERTRAM, Associate Clinical Professor of Medicine B.S. (Tennessee Technological 1966); M.D. (Tennessee, Memphis 1968) [1983]

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FRED H. BESS, Professor of Hearing and Speech Sciences; Professor of Otolaryngology A.B. (Carthage 1962); M.S. (Vanderbilt 1964); Ph.D. (Michigan 1970) [1976]

AMY R. BEST, Assistant Clinical Professor of Psychiatry B.S. (Indiana, Bloomington 2002); M.D. (Cincinnati 2007) [2012]

ALBERT H. BETH, Professor of Molecular Physiology and Biophysics B.S. (Murray State 1974); Ph.D. (Vanderbilt 1977) [1977]

JON E. BETTS, Assistant Clinical Professor of Pediatrics B.S. (Vanderbilt 1992); M.D. (Alabama, Birmingham 2000) [2003]

JOHN H. BEVERIDGE, Professor of Radiology and Radiological Sciences, Emeritus B.S., M.D. (Virginia 1941, 1944) [1952]

BRUCE R. BEYER, Associate Professor of Clinical Obstetrics and Gynecology B.A., M.D. (Vanderbilt 1977, 1981) [1986]

AMAR B. BHATT, Assistant Professor of Neurology B.A. (Lehigh 2005); M.D. (Drexel 2007) [2012]

VIVAK BHATT, Instructor in Clinical Pediatrics; Instructor in Clinical Medicine B.S. (Austin College 1995); M.D. (Sul Ross State 1999) [2006]

GAUTAM BHAVE, Assistant Professor of Medicine B.G.S. (Cornell 1996); Ph.D., M.D. (Baylor 2002, 2004) [2010]

ITALO O. BIAGGIONI, Professor of Medicine; Professor of Pharmacology M.D. (Universidad Peruana 'Cayetano Heredia' [Peru] 1980) [1986]

ADRIANA BIALOSTOZKY, Assistant Professor of Pediatrics M.D. (Universidad Nacional Aut noma de M xico 1994) [2004]

DAVID P. BICHELL, Cornelius Vanderbilt Chair in Surgery B.A. (Johns Hopkins 1980); M.D. (Columbia 1987) [2006]

JULIAN S. BICK, Assistant Professor of Anesthesiology B.S. (Virginia Commonwealth 2000); M.D. (Virginia 2004) [2009]

BRIAN STUART BIESMAN, Assistant Clinical Professor of Ophthalmology and Visual Sciences B.S., M.D. (Michigan 1984, 1988) [2003]

VIRGIL L. BIGHAM IV, Associate Clinical Professor of Pediatrics B.A. (Mississippi 1988); M.D. (Mississippi, Jackson 1993) [2007]

CHERYL RAINEY BILLANTE, Adjunct Assistant Professor of Otolaryngology B.A. (Harding 1986); M.S., Ph.D. (Vanderbilt 1988, 1997) [2001]

DANIEL H. BILLER, Assistant Professor of Clinical Obstetrics and Gynecology B.A. (Texas 1994); M.D. (Tennessee, Memphis 1999) [2007]

FREDERIC T. BILLINGS IV, Assistant Professor of Anesthesiology B.S. (Washington and Lee 1998); M.D. (Louisiana State 2002); M.S.C.I. (Vanderbilt 2010) [2008]

NATHAN C. BINGHAM, Assistant Professor of Pediatrics; Assistant Professor of Molecular Physiology and Biophysics B.A. (Brigham Young 1999); Ph.D., M.D. (Texas, Southwestern Medical 2007, 2008) [2013]

ANDREA B. BIRCH, Associate Professor of Clinical Radiology and Radiological Sciences B.S. (Spelman 1981); M.D. (Meharry Medical 1985) [2009]

DANIEL A. BIRCHMORE, Assistant Professor of Medicine B.S. (Georgia 1972); M.D. (Medical College of Georgia 1976) [1997]

KELLY A. BIRDWELL, Assistant Professor of Medicine B.A. (Tennessee 1997); M.D. (Emory 2001); M.S.C.I. (Vanderbilt 2008) [2009]

DAVID L. BLACK, Associate Clinical Professor of Pathology, Microbiology, and Immunology B.S. (Loyola College [Maryland] 1974); Ph.D. (Maryland, Baltimore 1982) [2009]

JENNIFER URBANO BLACKFORD, Associate Professor of Psychiatry; Assistant Professor of Psychology B.S. (Florida State 1990); M.S., Ph.D. (Vanderbilt 1994, 1998) [1999]

TIMOTHY SCOTT BLACKWELL, Ralph and Lulu Owen Chair in Medicine; Professor of Medicine; Professor of Cell and Developmental Biology; Professor of Cancer Biology; Director, Division of Allergy, Pulmonary and Critical Care B.A. (Vanderbilt 1983); M.D. (Alabama, Birmingham 1988) [1995]

JAMES L. BLAIR, Assistant Professor of Clinical Anesthesiology B.S. (Iowa State ); D.O. (College of Osteopathic Medicine and Surgery 1983) [2007]

RANDOLPH BLAKE, Centennial Professor of Psychology; Professor of Ophthalmology and Visual Sciences B.A. (Texas 1967); M.A., Ph.D. (Vanderbilt 1969, 1972) [1988]

RANDY D. BLAKELY, Allan D. Bass Chair in Pharmacology; Professor of Pharmacology; Professor of Psychiatry B.A. (Emory 1981); Ph.D. (Johns Hopkins 1987) [1995]

ASHLEY BLANKENSHIP, Clinical Instructor in Pediatrics B.A. (Hendrix 2005); M.D. (Arkansas 2009) [2012]

DAVID J. BLAZER, Assistant Clinical Professor of Medicine B.A. (Hartford 1973); M.D. (Florence [Italy] 1980) [2009]

KAREN C. BLOCH, Associate Professor of Health Policy; Associate Professor of Medicine B.S. (Duke 1986); M.D. (Virginia 1990); M.P.H. (California, Berkeley 1996) [1997]

JOHN J. BLOCK, Associate Professor of Radiology and Radiological Sciences; Associate Professor of Orthopaedic Surgery and Rehabilitation; Associate Professor of Emergency Medicine B.S., M.D. (Oklahoma 1991, 1995) [2001]

WILLIAM J. BLOT, Research Professor of Medicine B.S., M.S. (Florida 1964, 1966); Ph.D. (Florida State 1970) [2000]

SARAH E. BLUMBERG, Assistant in Pediatrics B.S., M.S. (Middle Tennessee State 1998, 2004); Ed.D. (Nova Southeastern 2012) [2014]

JEFFREY D. BLUME, Associate Professor of Biostatistics; Director, Biostatistics Collaboration Center; Director, Graduate Studies B.A. (SUNY, Buffalo 1994); Ph.D. (Johns Hopkins 1999) [2008]

JAMES F. BLUMSTEIN, University Professor of Constitutional Law and Health Law and Policy; Professor of Medicine; Professor of Management B.A., LL.B., M.A. (Yale 1966, 1970, 1970) [1970]

MICHAEL L. BOBO, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Tennessee 1990); D.D.S. (Tennessee, Memphis 1994); M.D. (Vanderbilt 1997) [2003]

PAUL E. BOCK, Professor of Pathology, Microbiology, and Immunology; Professor of Medicine B.A. (California, San Diego 1971); Ph.D. (Washington University 1976) [1991]

JAMES W. BODFISH, Professor of Hearing and Speech Sciences; Professor of Psychiatry B.S. (New Haven 1983); M.A., Ph.D. (Alabama, Birmingham 1985, 1986) [2012]

FRANK H. BOEHM, Professor of Obstetrics and Gynecology; Associate Professor of Radiology and Radiological Sciences; Adjunct Professor of Nursing B.A., M.D. (Vanderbilt 1962, 1965) [1972]

PAOLO BOFFETTA, Adjunct Professor of Medicine M.D., M.P.H. (Torino [Italy] 1985, 1988) [2002]

TRACY S. BOGARD, Assistant in Medicine B.S.N. (Murray State 2007); M.S.N. (Vanderbilt 2010) [2011]

JOHN DUNNING BOICE, JR., Research Professor of Medicine B.S. (Texas, El Paso 1967); M.S. (Rensselaer Polytechnic Institute 1968); S.M. (Harvard 1974); Sc.D. (Harvard Medical 1977) [2000]

GEORGE C. BOLIAN, Professor of Psychiatry, Emeritus B.A. (Chicago 1950); B.A. (Harvard 1952); M.D. (Tulane 1957) [1987]

ROGER A. BONAU, Associate Clinical Professor of Surgery at St. Thomas Medical Center B.A. (Emory 1977); M.D. (Tulane 1981) [1989]

JOHN B. BOND III, Assistant Professor of Ophthalmology and Visual Sciences B.S., M.D. (Vanderbilt 1979, 1984) [1989]

JENNIFER BONDURANT, Associate Clinical Professor of Pediatrics B.E. (Vanderbilt 1993); M.D. (Tennessee, Memphis 1997) [2000]

ROBERT C. BONE, Adjunct Associate Professor of Pediatrics B.A., M.D., M.B.A. (Vanderbilt 1958, 1962, 1985) [1969]

ALYSSA R. BONINE-SUMMERS, Visiting Assistant Professor of Biochemistry B.A. (Lawrence 2000); Ph.D. (Vanderbilt 2006) [2011]

JAMES A. BOOKMAN, Assistant Professor of Clinical Ophthalmology and Visual Sciences M.D. (Tulane 1972) [1981]

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CHAD S. BOOMERSHINE, Assistant Clinical Professor of Medicine B.S. (Dayton 1994); M.D. (Ohio State 2002) [2005]

JOHN M. BOONE, JR., Instructor in Clinical Medicine; Instructor in Clinical Pediatrics B.S., M.D. (Mississippi State 1985, 1991) [2008]

JEFFREY B. BOORD, Assistant Professor of Medicine B.S. (Miami [Ohio] 1992); M.D. (Wake Forest 1996) [2002]

MARK R. BOOTHBY, Professor of Pathology, Microbiology, and Immunology; Professor of Medicine B.S. (Wisconsin 1976); Ph.D., M.D. (Washington University 1983, 1983) [1992]

SETH R. BORDENSTEIN, Associate Professor of Biological Sciences; Associate Professor of Pathology, Microbiology, and Immunology B.S., M.S., Ph.D. (Rochester 1997, 1999, 2002) [2008]

SCOTT C. BORINSTEIN, Assistant Professor of Pediatrics B.S. (Richmond 1994); Ph.D., M.D. (Medical College of Virginia 2002, 2002) [2009]

MATTHEW BORKON, Assistant Clinical Professor of Surgery B.S. (Vanderbilt 2001); M.D. (Kansas 2005) [2014]

MARK L. BORN, Assistant Clinical Professor of Radiology and Radiological Sciences B.A. (Yale 1968); M.D. (Stanford 1972) [2009]

CORINA BORZA, Research Assistant Professor of Medicine B.Sc., M.Sc. (Bucharest [Romania] 1991, 1991); Ph.D. (Kansas 2000) [2010]

ESWARA C. BOTTA, Assistant Professor of Clinical Anesthesiology M.B.B.S. (Andhra [India] 1976); M.S. (Madras [India] 1981); M.Ch.E. (Mangalore [India] 1986) [2007]

CATHERINE SIPE BOTTOMS, Associate Clinical Professor of Pediatrics B.S. (Duke 1997); M.D. (Wake Forest 2002) [2005]

LANA J. BOURSOULIAN, Adjunct Assistant Professor of Neurology M.D. (Damascus [Syria] 2002) [2012]

CLIFFORD BOWENS, JR., Assistant Professor of Clinical Anesthesiology B.S. (Illinois, Champaign 1986); M.D. (Duke 1993) [2005]

F. KIRK BOWLES, Assistant Professor of Clinical Ophthalmology and Visual Sciences B.A. (Kenyon 1988); M.D. (Vanderbilt 1992) [2011]

AARON B. BOWMAN, Assistant Professor of Neurology; Assistant Professor of Pediatrics B.S. (Brigham Young 1995); Ph.D. (California, San Diego 2000) [2006]

ERICA A. BOWTON, Research Assistant Professor of Medical Education and Administration B.S. (North Carolina 2003); Ph.D. (Vanderbilt 2009) [2014]

ROBERT H. BOYCE, Assistant Professor of Orthopaedic Surgery and Rehabilitation B.S. (Auburn 1992); M.D. (Vanderbilt 1996) [2013]

ALAN S. BOYD, Professor of Medicine; Associate Professor of Pathology, Microbiology, and Immunology B.S. (Abilene Christian 1982); M.D. (Texas, Houston 1986) [1993]

JEREMY S. BOYD, Assistant Professor of Emergency Medicine B.A. (Rhodes College 2001); M.D. (Brown 2009) [2013]

KELLI LYNN BOYD, Associate Professor of Pathology, Microbiology, and Immunology B.S., D.V.M. (Mississippi State 1993, 1996); Ph.D. (Georgia 2001) [2009]

SCOTT B. BOYD, Research Professor of Medical Education and Administration; Research Professor of Neurology; Research Professor of Oral and Maxillofacial Surgery B.S., D.D.S. (Michigan 1976, 1980); Ph.D. (Texas 1984) [2008]

GARY C. BOYLE, Clinical Instructor in Obstetrics and Gynecology M.D. (Virginia 1975) [2012]

JILL K. BOYLE, Associate Professor of Clinical Anesthesiology B.A. (Converse 1977); M.D. (Medical University of South Carolina 1980) [2003]

TAMALA SELKE BRADHAM, Assistant Professor of Hearing and Speech Sciences B.A. (Columbia College [Missouri] 1992); M.Aud., Ph.D. (South Carolina 1994, 1998) [2004]

WILLIAM S. BRADHAM, JR., Assistant Professor of Medicine B.A., M.S., M.D. (South Carolina 1988, 1992, 2003) [2010]

JOEL F. BRADLEY, JR., Clinical Professor of Pediatrics B.S. (Davidson 1973); M.D. (Wake Forest 1977) [2001]

KATHRYN E. BRADLEY, Instructor in Clinical Neurology B.A. (Grinnell 2004); M.D. (Arizona 2010) [2014]

MELITA M. BRADLEY, Assistant Clinical Professor of Pediatrics B.S. (Middle Tennessee State 1991); M.D. (Miami [Florida] 1996) [2007]

SCOTT M. BRADLEY, Clinical Instructor in Emergency Medicine B.A. (California, Berkeley 2001); M.P.H. (Johns Hopkins 2005); M.D. (California, Irvine 2007) [2011]

ELIZABETH BRADSHAW, Assistant in Medicine B.S. (Northern Colorado 2007); M.S. (Iowa 2012) [2014]

L. ALAN BRADSHAW, Research Assistant Professor of Surgery B.S. (Abilene Christian 1990); M.S., Ph.D. (Vanderbilt 1992, 1995) [1996]

DONALD W. BRADY, Senior Associate Dean for Graduate Medical Education; Professor of Medicine; Professor of Medical Education and Administration B.S., M.D. (Vanderbilt 1986, 1990) [2007]

JAN LEWIS BRANDES, Assistant Clinical Professor of Neurology B.S. (**Mississippi Univ for Women 1975); M.S. (Tennessee 1980); M.D. (Vanderbilt 1989) [1993]

STEPHEN J. BRANDT, Professor of Medicine; Professor of Cancer Biology; Professor of Cell and Developmental Biology B.S. (Duke 1976); M.D. (Emory 1981) [1990]

MILAM A. BRANTLEY, JR., Associate Professor of Ophthalmology and Visual Sciences B.A. (Austin College 1988); Ph.D., M.D. (Baylor 1996, 1998) [2010]

ALAN R. BRASH, Professor of Pharmacology B.A. (Cambridge [U.K.] 1970); Ph.D. (Edinburgh [U.K.] 1976) [1977]

GENE W. BRATT, Associate Professor of Hearing and Speech Sciences B.A. (Calvin 1969); M.A. (Michigan State 1975); Ph.D. (Vanderbilt 1980) [1980]

STEPHANE ALAIN BRAUN, Assistant Professor of Plastic Surgery B.S., M.D. (Ottawa [Canada] 1991, 1995) [2009]

PETER R. BREAM, JR., Associate Professor of Radiology and Radiological Sciences; Associate Professor of Medicine B.S. (Davidson 1990); M.D. (North Carolina 1996) [2001]

LORI A. BREAUX, Assistant Clinical Professor of Pediatrics B.S. (Spelman 1992); M.D. (Meharry Medical 1996) [2000]

RICHARD A. BREEDEN, Senior Associate in Orthopaedic Surgery and Rehabilitation B.S. (Bowling Green State 1994); D.P.M. (Ohio College of Podiatric Medicine 1999) [2012]

KIMBERLY C. BRENNAN, Assistant Professor of Radiology and Radiological Sciences B.S. (Indiana, Bloomington 1994); M.D. (Kentucky, Lexington 1998) [2004]

PHILLIP L. BRESSMAN, Clinical Instructor in Obstetrics and Gynecology B.S. (Oklahoma 1974); M.D. (Vanderbilt 1979) [1983]

MATTHEW D. BREYER, Adjunct Professor of Medicine B.Sc. (Michigan 1975); M.D. (Harvard 1979) [2008]

RICHARD M. BREYER, Ruth King Scoville Chair in Medicine; Professor of Medicine; Professor of Biochemistry; Professor of Pharmacology B.S. (Michigan 1978); M.S., Ph.D. (Massachusetts Institute of Technology 1982, 1988) [1991]

PAUL BREZINA, Assistant Clinical Professor of Obstetrics and Gynecology B.A. (North Carolina 1999); M.B.A., M.D. (East Carolina 2004, 2004) [2013]

BRIAN C. BRIDGES, Assistant Professor of Pediatrics; Assistant Professor of Anesthesiology B.A. (Furman 1998); M.D. (Medical University of South Carolina 2004) [2010]

ERIC R. BRIGGS, Assistant Professor of Clinical Anesthesiology B.S. (Louisiana Tech 2002); M.D. (Louisiana State 2006) [2010]

A. BERTRAND BRILL, Research Professor of Radiology and Radiological Sciences M.D. (Utah 1956); Ph.D. (California, Berkeley 1961) [1997]

MARCELA BRISSOVA, Research Assistant Professor of Medicine M.S., Ph.D. (Slovak Technical [Slovakia] 1990, 1994) [2001]

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ANDREW M. BRITTAN, Assistant Professor of Radiology and Radiological Sciences B.S. (Creighton 1984); M.D. (Kansas 1992) [2006]

KENDAL SCOT BROADIE, Stevenson Professor of Neurobiology; Professor of Pharmacology; Professor of Cell and Developmental Biology B.S. (Oregon 1989); Ph.D. (Cambridge [U.K.] 1994) [2002]

CAROL H. BROADWAY, Clinical Professor of Pediatrics B.A. (Tennessee 1983); M.D. (Tennessee, Memphis 1988) [2006]

E. JANE BROCK, Associate Professor of Clinical Anesthesiology B.S. (Tennessee, Chattanooga 1983); D.O. (Kirksville College of Osteopathic Medicine 1989) [2008]

JOHN W. BROCK III, Monroe Carell Jr. Chair; Professor of Urologic Surgery; Professor of Pediatrics; Director Division of Pediatric Urology B.A. (Vanderbilt 1974); M.D. (Medical College of Georgia 1978) [1983]

A. SCOTT BROOKS, Clinical Professor of Pediatrics B.S. (Vanderbilt 1977); M.D. (Tennessee, Memphis 1981) [1984]

HOLLY BROOKS, Assistant in Anesthesiology B.S.N. (William Jewell 1998); M.S.N. (Vanderbilt 2010) [2011]

COLLEEN M. BROPHY, Professor of Surgery; Professor of Medicine B.S., M.D. (Utah 1979, 1983) [2008]

DONALD T. BROTHERS, JR., Associate Clinical Professor of Pediatrics B.S. (Vanderbilt 1985); M.D. (Tennessee, Memphis 1989) [1994]

KYLE B. BROTHERS, Adjunct Assistant Professor of Pedicatrics B.S. (Centre 2000); M.D. (Louisville 2004) [2008]

ANNE W. BROWN Assistant in Medicine B.S.N., M.S.N. (Vanderbilt 1974, 1983) [2001]

ASHLEY R. BROWN, Assistant Professor of Emergency Medicine B.S. (Washington and Lee 2006); M.D. (Wake Forest 2010) [2013]

CHRISTOPHER BRIAN BROWN, Research Assistant Professor of Pediatrics; Research Assistant Professor of Pharmacology B.S. (Auburn 1990); Ph.D. (Vanderbilt 1997) [2003]

DANIEL B. BROWN, Professor of Radiology and Radiological Sciences B.S. (Dickinson 1989); M.D. (Hahnemann Medical 1993) [2013]

DEANNA B. BROWN, Clinical Instructor in Pediatrics B.S. (Tennessee 2004); M.D. (East Tennessee State 2010) [2013]

DOUGLAS H. BROWN, Assistant Clinical Professor of Obstetrics and Gynecology B.S. (Birmingham-Southern 1973); M.D. (Alabama, Birmingham 1976) [1980]

H. ALEX BROWN, Bixler-Johnson-Mayes Chair; Professor of Pharmacology; Professor of Biochemistry B.S. (Florida Institute of Technology 1983); M.S. (Syracuse 1986); Ph.D. (North Carolina 1992) [2005]

KELLY MARI BROWN, Assistant Professor of Clinical Neurology B.A., B.S. (Muhlenberg 1991, 1991); M.D. (Hahnemann Medical 1996) [2013]

KIMBERLY P. BROWN, Assistant Professor of Psychiatry B.A. (Duke 1995); Ph.D. (Alabama 2002) [2002]

LAUREL LESLIE BROWN, Assistant Clinical Professor of Psychiatry B.A. (Hendrix 1977); Ph.D. (Vanderbilt 2000) [2001]

NANCY J. BROWN, Hugh J. Morgan Chair in Medicine; Professor of Medicine; Professor of Pharmacology; Chair of the Department of Medicine B.A. (Yale 1981); M.D. (Harvard Medical 1986) [1992]

REBEKAH FLOWERS BROWN, Assistant Professor of Pediatrics B.S. (University of the South 1999); M.D. (Arkansas, Little Rock 2003) [2010]

STEVEN H. BROWN, Associate Professor of Biomedical Informatics; Director, Health and Medical Informatics A.B., M.D. (Brown 1981, 1987); M.S. (Vanderbilt 1998) [1996]

SUZANNE BROWN, Assistant Professor of Medicine B.A. (Dartmouth 1996); M.D. (Harvard Medical 2002); M.S. (Pennsylvania 2009) [2014]

VERENA WYVILL BROWN, Assistant Professor of Pediatrics B.S. (Georgia Institute of Technology 2002); M.D. (Mercer 2006) [2012]

WHITNEY L. BROWNING, Assistant Professor of Pediatrics B.S., M.D. (Kentucky, Lexington 2001, 2005) [2009]

STEPHEN P. BRUEHL, Professor of Anesthesiology B.S. (Belmont 1985); M.A., Ph.D. (Kentucky, Lexington 1991, 1994) [2000]

NATHAN E. BRUMMEL, Instructor in Medicine B.S., M.S. (Creighton 1999, 2001); M.D. (Missouri, Saint Louis 2005) [2013]

KAYLON L. BRUNER-TRAN, Associate Professor of Obstetrics and Gynecology B.S. (Delta State 1985); Ph.D. (Vanderbilt 1995) [1999]

ALEXANDER JEFFREY BRUNNER, Associate Clinical Professor of Pediatrics B.A. (Dartmouth 1996); M.D. (Case Western Reserve 2001) [2005]

G. LEE BRYANT, Clinical Instructor in Otolaryngology B.S., B.S. (Baylor 1987, 1987); M.D. (Vanderbilt 1992) [2012]

SUZANNE N. BRYCE, Instructor in Emergency Medicine B.S., M.D. (Vanderbilt 2007, 2011) [2014]

JEREMY BRYWCZYNSKI, Assistant Professor of Emergency Medicine; Medical Director, Vanderbilt LifeFlight; Assistant Medical Director, Nashville Fire Department B.S. (Dayton 2000); M.D. (Wright State 2004) [2007]

RICHARD D. BUCHANAN, Associate Clinical Professor of Pathology, Microbiology, and Immunology B.A., M.D. (Vanderbilt 1957, 1961) [1966]

CARI L. BUCKINGHAM, Assistant Professor of Radiology and Radiological Sciences B.S. (Auburn 1999); M.D. (South Alabama 2002) [2008]

REUBEN A. BUENO, JR., Assistant Professor of Plastic Surgery B.A. (Yale 1990); M.D. (Vanderbilt 1997) [2014]

PETER I. BUERHAUS, Valere Potter Professor of Nursing; Professor of Health Policy; Director, Center for Interdisciplinary Health Workforce Studies of the Institute of Medicine and Public Health, VUMC B.S.N. (Mankato State 1976); M.P.P. (Michigan 1981); Ph.D. (Wayne State 1990); Hon. Doctor (hon., Loyola 2012); Hon. Doctor (hon., Maryland, Baltimore 2012) [2000]

KIMBERLY ANN BUIE, Assistant Clinical Professor of Pediatrics B.S. (Tennessee, Martin 2000); M.S. (Emory 2003); M.D. (Tennessee, Memphis 2007) [2010]

BRADLEY N. BULLOCK, Associate Clinical Professor of Pediatrics B.S., M.D. (Florida 1989, 1993) [1997]

NADA M. BULUS, Research Assistant Professor of Medicine M.D. (American University of Beirut [Lebanon] 1986) [1992]

MELINDA JEAN BUNTIN, Chair of the Department of Health Policy; Research Professor of Health Policy A.B. (Princeton 1993); Ph.D. (Harvard 2000) [2013]

ROY P. BURCH, JR., Clinical Instructor in Obstetrics and Gynecology B.S. (Lipscomb 1983); M.D. (Tennessee, Memphis 1987) [1991]

CATHERINE E. BURGER, Assistant Professor of Emergency Medicine B.S. (Michigan 2006); M.D. (Michigan State 2010) [2013]

ANNA M. BURGNER, Instructor in Clinical Medicine B.S. (Rose-Hulman Institute of Technology 2003); M.D. (Indiana, Indianapolis 2007) [2013]

ELIZABETH B. BURGOS, Instructor in Clinical Medicine; Instructor in Clinical Pediatrics B.S., M.D. (South Alabama 1986, 1990) [1998]

RAYMOND F. BURK, Professor of Medicine; Professor of Pathology, Microbiology, and Immunology B.A. (Mississippi 1963); M.D. (Vanderbilt 1968) [1987]

DYLAN T. BURNETTE, Assistant Professor of Cell and Developmental Biology B.S. (Georgia 2000); Ph.D. (Yale 2007) [2014]

W. BRYAN BURNETTE, Assistant Professor of Clinical Pediatrics B.S., M.S. (Emory 1992, 1995); M.D. (Vanderbilt 2001) [2007]

IAN M. BURR, Professor of Pediatrics, Emeritus M.B.B.S. (Melbourne [Australia] 1959); M.D. (Monash [Australia] 1969) [1971]

ERIN L. HEPPER BURRELL, Assistant in Surgery; Adjunct Instructor in Nursing B.S., M.S.N. (Vanderbilt 2006, 2007) [2010]

ALVIN M. BURT III, Professor of Cell and Developmental Biology, Emeritus B.A. (Amherst 1957); Ph.D. (Kansas 1962) [1966]

BRENDA J. BUTKA, Associate Professor of Clinical Medicine B.A. (Andrews 1970); A.M. (Michigan 1972); M.D. (Emory 1979) [1984]

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HUNTER BUTLER, Clinical Instructor in Pediatrics B.S. (Mississippi State 2003); M.D. (Emory 2008) [2011]

MIRANDA R. BUTLER, Clinical Instructor in Pediatrics B.S. (Lee 2006); M.D. (Vanderbilt 2010) [2013]

MOLLY E. BUTLER, Assistant in Psychiatry B.S., M.S. (Vanderbilt 2005, 2006) [2009]

JEFFREY DAVID BYERS, Assistant Professor of Clinical Medicine B.A. (Rice 1988); M.D. (Duke 1992) [2004]

BEVERLY R. BYRAM, Assistant in Medicine; Instructor in Clinical Nursing A.D.N. (Tennessee 1975); M.S.N. (Vanderbilt 1992) [1993]

IAN R. BYRAM, Assistant Professor of Clinical Orthopaedic Surgery and Rehabilitation B.A., M.D. (North Carolina 2002, 2006) [2012]

BENJAMIN F. BYRD III, Professor of Medicine A.B. (Princeton 1973); M.D. (Vanderbilt 1977) [1984]

J. THOMAS W. BYRD, Clinical Professor of Orthopaedic Surgery and Rehabilitation B.S. (Miami 1978); M.D. (Vanderbilt 1982) [2014]

DANIEL W. BYRNE, Senior Associate in Biostatistics; Senior Associate in Medicine B.A. (SUNY, Albany 1983); M.S. (New York Medical 1991) [1999]

BRYAN BYRNSIDE, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.A. (Emory 1998); D.M.D. (Medical University of South Carolina 2003) [2007]

ERICA P. BYRUM, Assistant in Medicine B.S.N. (Austin Peay State 2005); M.S.N. (Vanderbilt 2012) [2013]

NELLIE E. BYUN, Research Instructor in Pharmacology B.A. (California, Berkeley 1997); Ph.D. (Vanderbilt 2007) [2010]

WANDA B. CADE, Associate Clinical Professor of Pediatrics B.S. (Mississippi State 1989); M.D. (Mississippi, Jackson 1993) [2007]

HUI CAI, Research Assistant Professor of Medicine M.D. (Nantong Medical [China] 1982); M.S. (China Medical 1987); Ph.D. (West China University of Medical Sciences 1995) [2005]

QIUYIN CAI, Associate Professor of Medicine M.D. (Shanghai Medical [China] 1984); M.S. (Chinese Academy of Preventive Medicine 1990); Ph.D. (Alabama, Birmingham 2000) [2000]

YING CAI, Research Instructor in Medicine M.S. (Liaoning [China] 2000); Ph.D. (Chinese Academy of Medical Sciences 2002) [2009]

CHRISTINA CAIN-SWOPE, Assistant Professor of Clinical Obstetrics and Gynecology B.A. (Vanderbilt 1990); M.D. (Georgetown 1995) [2007]

M. WADE CALCUTT, Research Assistant Professor of Biochemistry B.S. (Francis Marion 1996); Ph.D. (Wake Forest 2001) [2005]

SUSAN A. CALDERWOOD, Associate Professor of Clinical Anesthesiology B.A. (Winthrop 1972); M.D. (Duke 1976) [1999]

BELINDA CALDWELL, Instructor in Clinical Obstetrics and Gynecology B.S., M.S. (Colorado, Denver 2008, 2011) [2014]

MIRNA A. CALDWELL, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S., D.M.D. (Tufts 1997, 2001) [2006]

ROBERT CALDWELL, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Tennessee, Martin 1994); D.M.D. (Tufts 2003) [2006]

CORY L. CALENDINE, Assistant Professor of Clinical Orthopaedic Surgery and Rehabilitation B.S. (Freed-Hardeman 1996); M.D. (Tennessee, Memphis 2001) [2009]

CYNTHIA R. CALISI, Assistant Clinical Professor of Pediatrics B.S. (Western Kentucky 1995); M.D. (Louisville 1999) [2003]

DAVID J. CALKINS, Denis M. O'Day, M.B.B.S., Chair in Ophthalmology and Visual Sciences; Professor of Ophthalmology and Visual Sciences B.S. (Michigan 1989); Ph.D. (Pennsylvania 1995) [2004]

TAMARA L. CALLAHAN, Assistant Professor of Clinical Obstetrics and Gynecology B.S. (Massachusetts 1989); M.P.P., M.D. (Harvard 1995, 1995) [2006]

STEPHEN TODD CALLAHAN, Associate Professor of Pediatrics B.S. (Arkansas Tech 1990); M.D. (Arkansas 1994); M.P.H. (Harvard 2002) [2002]

STEPHEN M. CAMARATA, Professor of Hearing and Speech Sciences; Professor of Psychiatry B.A., M.A. (San Diego State 1979, 1981); Ph.D. (Purdue 1984) [1990]

WILLIAM R. CAMERON, JR., Assistant in Surgery; Adjunct Instructor in Nursing B.S.N. (Middle Tennessee State 2006) [2012]

REENA M. CAMOENS, Assistant Professor of Clinical Psychiatry B.S. (Fatima [India] 1972); M.D. (Meharry Medical 1993) [2004]

EVAN E. CAMPA, Assistant in Pediatrics; Assistant in Psychiatry B.S. (Illinois, Champaign 2003); M.Ed. (Vanderbilt 2008) [2011]

COREY D. CAMPBELL, Assistant Clinical Professor of Psychiatry B.S. (Ohio 2000); D.O. (Nova Southeastern 2004) [2009]

JOSHUA A. CAMPBELL, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Bethel University [Minnesota] 2004); D.D.S. (Iowa 2004) [2011]

SUSAN B. CAMPBELL, Associate Clinical Professor of Pediatrics B.A. (Delaware 1969); M.D. (Thomas Jefferson 1973) [1987]

THOMAS W. CAMPBELL, Assistant Clinical Professor of Psychiatry B.A., M.D. (Vanderbilt 1964, 1968) [1977]

W. BARTON CAMPBELL, Professor of Medicine B.A. (Carleton College 1959); M.D. (Rochester 1963) [1970]

NATALIE CAMPO, Assistant Clinical Professor of Psychiatry B.S. (Illinois, Champaign 2004); M.D. (Texas, Galveston 2005) [2013]

DANIEL D. CANALE, JR., Assistant Clinical Professor of Pathology, Microbiology, and Immunology A.B. (Notre Dame 1967); M.D. (Vanderbilt 1971) [1981]

CHRISTOPHER L. CANLAS, Assistant Professor of Clinical Anesthesiology B.S. (Duke 1996); M.A. (Portland 1998); M.D. (Louisiana State, New Orleans 2004) [2008]

JOHN ANTHONY CAPRA, Assistant Professor of Biomedical Informatics B.A. (Columbia 2004); M.A., Ph.D. (Princeton 2006, 2009) [2013]

RICHARD M. CAPRIOLI, Stanford Moore Chair in Biochemistry; Professor of Biochemistry; Professor of Medicine; Professor of Pharmacology; Director Mass Spectrometry Center B.S., Ph.D. (Columbia 1965, 1969) [1998]

DANA BACKLUND CARDIN, Assistant Professor of Medicine B.S., M.D. (North Carolina 1997, 2003) [2009]

LAURIE CARLISLE, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S.E. (Mississippi State 2005); D.M.D. (Louisville 2009) [2014]

KATHRYN L. CARLSON, Assistant Professor of Pediatrics B.S. (Cornell 1999); M.D. (Washington University 2004) [2009]

CRAIG R. CARMICHEL, Assistant Professor of Medical Education and Administration; Vice President, Director of Finance, Academic and Research Enterprise B.S. (West Virginia Wesleyan 1974); M.S. (State University of New York 1975) [1999]

ROBERT H. CARNAHAN, Assistant Professor of Cancer Biology B.S. (Indiana, Bloomington 1995); Ph.D. (Vanderbilt 2003) [2007]

ANA MARIN DIAS CARNEIRO, Assistant Professor of Pharmacology B.S., M.A., Ph.D. (Universidade Federal de Minas Gerais [Brazil] 1998, 2002, 2002) [2007]

MEGAN FRANCES CARNS, Assistant Professor of Clinical Pediatrics B.S. (John Carroll 2004); M.D. (Toledo 2008) [2014]

GRAHAM F. CARPENTER, Professor of Biochemistry, Emeritus B.S., M.S. (Rhode Island 1966, 1969); Ph.D. (Tennessee 1974) [1974]

LAVENIA B. CARPENTER, Associate Professor of Clinical Obstetrics and Gynecology B.S. (Vanderbilt 1988); M.D. (Tennessee, Memphis 1992) [2006]

J. JEFFREY CARR, Cornelius Vanderbilt Chair in Radiology and Radiological Sciences; Professor of Radiology and Radiological Sciences; Professor of Biomedical Informatics; Professor of Medicine B.A., M.D. (Vanderbilt 1985, 1989); M.S. (Wake Forest 1998) [2013]

THOMAS JOSEPH CARR, Associate Clinical Professor of Pediatrics B.A. (Notre Dame 1992); M.D. (Loyola 1996) [1999]

ERICA J. CARRIER, Research Instructor in Medicine B.S. (Guilford 1998); Ph.D. (Medical College of Wisconsin 2005) [2010]

YSELA M. CARRILLO, Assistant Professor of Surgery B.S., M.D. (New Mexico 1990, 1994) [2007]

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FRANK E. CARROLL, JR., Professor Emeritus of Radiology and Radiological Sciences B.S. (Saint Joseph's [New York] 1963); M.D. (Hahnemann Medical 1967) [1999]

KATHERINE E. CARROLL, Assistant in Anesthesiology [2014] B.S.N. (Oklahoma Baptist 2004); M.S.N. (Vanderbilt 2013) [2014]

KECIA N. CARROLL, Assistant Professor of Pediatrics B.A. (Vassar 1991); M.D., M.P.H. (Vanderbilt 1996, 2004) [2003]

MARY ANNE CARROLL, Assistant Professor of Obstetrics and Gynecology B.S. (SUNY, Albany 1983); M.D. (SUNY, Downstate Medical Center 1996) [2009]

ROBERT P. CARSON, Assistant Professor of Pediatrics B.S. (South Dakota 1995); Ph.D., M.D. (Vanderbilt 2001, 2005) [2011]

BRUCE D. CARTER, Professor of Biochemistry B.S. (Alma 1986); Ph.D. (Michigan 1992) [1997]

JEFFREY B. CARTER, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Tufts 1972); D.M.D. (Connecticut, Stamford 1976); M.D. (Vanderbilt 1978) [1988]

VIVIEN A. CASAGRANDE, Professor of Cell and Developmental Biology; Professor of Ophthalmology and Visual Sciences; Professor of Psychology B.A. (Colorado, Denver 1964); Ph.D. (Duke 1973) [1975]

CARISSA J. CASCIO Assistant Professor of Psychiatry; Assistant Professor of Psychology B.S. (Baylor 1997); Ph.D. (Emory 2003) [2007]

CHARLES F. CASKEY, Assistant Professor of Radiology and Radiological Sciences; Assistant Professor of Biomedical Engineering B.S. (Texas 2004); Ph.D. (California, Davis 2008) [2013]

JAMES E. CASSAT, Assistant Professor of Pediatrics B.S., Ph.D., M.D. (Arkansas 2000, 2008, 2008) [2012]

MARCIE S. CASTLEBERRY, Associate Clinical Professor of Pediatrics B.S. (Abilene Christian 1987); M.D. (Louisiana State, Shreveport 1993) [2007]

JAMES R. CATO, Associate Clinical Professor of Medicine B.A., M.D. (Vanderbilt 1974, 1979) [1986]

ROSETTE J. CHAKKALAKAL, Assistant Professor of Medicine B.S. (Miami 2003); M.D. (Miami [Florida] 2006) [2012]

ANURADHA BAPSI CHAKRAVARTHY, Professor of Radiation Oncology B.S. (Johns Hopkins 1978); M.D. (George Washington 1983) [1998]

G. ROGER CHALKLEY, Senior Associate Dean for Biomedical Research, Education and Training; Professor of Molecular Physiology and Biophysics; Professor of Medical Education and Administration B.A., M.A., D.Phil. (Oxford [U.K.] 1961, 1962, 1964) [1986]

DAVID E. CHAMBERS, Assistant Clinical Professor of Medicine B.S. (Austin Peay State 1978); Ph.D., M.D. (South Alabama 1983, 1986) [2009]

EUGENE P. CHAMBERS, JR., Assistant Clinical Professor of Surgery B.S. (Millsaps 1983); M.D. (Mississippi, Jackson 1990) [2008]

JILL F. CHAMBERS, Associate Clinical Professor of Obstetrics and Gynecology B.S. (Vanderbilt 1971); M.D. (Alabama, Birmingham 1974) [1978]

MARK R. CHAMBERS, Instructor in Clinical Medicine B.S. (Miami [Ohio] 1988); M.D. (Ohio State 1993) [2010]

LOLA B. CHAMBLESS Assistant Professor of Neurological Surgery B.S. (Stanford 2005); M.D. (Vanderbilt 2005) [2012]

JOHN CHRISTOPHER CHAMPION, Instructor in Emergency Medicine B.S.E. (Duke 2006); M.B.A. (Rice 2011); M.D. (Baylor 2011) [2014]

EMILY CHAN, Assistant Professor of Medicine A.B. (Harvard 1989); Ph.D. (Rockefeller 1997); M.D. (Cornell 1998) [2005]

CHARLES G. CHANDLER, Associate Clinical Professor of Pediatrics B.A. (Tennessee 1976); M.D. (Tennessee, Memphis 1980) [2007]

RAKESH CHANDRA, Associate Professor of Otolaryngology B.S. (Virginia Polytechnic Institute 1993); M.D. (Maryland 1997) [2014]

DEEPA CHANDRASEKARAN, Instructor in Clinical Ophthalmology and Visual Sciences B.S. ( 1999); M.S., O.D. (Alabama, Birmingham 2002, 2004) [2014]

RAMEELA CHANDRASEKHAR, Assistant Professor of Biostatistics B.S. (Calicut, Thrissur [India] 2001); M.S. (Madurai Kamaraj [India] 2004); M.A. (SUNY, Brooklyn 2008); Ph.D. (SUNY, Buffalo 2011) [2011]

MEERA CHANDRASHEKAR, Assistant Professor of Clinical Anesthesiology M.B.B.S. (Bangalore [India] 1979) [1999]

JIAN CHANG, Visiting Instructor in Medicine M.D. (Huazhong University of Science and Technology [China] 2008) [2014]

SAM S. CHANG, Patricia and Rodes Hart Chair in Urologic Surgery B.S. (Princeton 1988); M.D. (Vanderbilt 1992) [2000]

NILUFER E. YALMAN CHANIN, Assistant Clinical Professor of Psychiatry B.Sc. (Sussex [U.K.] 1975); D.Phil. (London [U.K.] 1981); M.A. (Middle Tennessee State 1997); Ph.D. (Tennessee, Memphis 2004) [2008]

PHILIP CHANIN, Assistant Clinical Professor of Psychiatry B.A. (Amherst 1970); M.Ed., Ed.D. (Massachusetts, Boston 1972, 1975) [2005]

J. CALVIN CHANNELL, Clinical Instructor in Obstetrics and Gynecology B.S. (Lipscomb 1984); M.D. (Vanderbilt 1989) [1997]

JUDY JEAN CHAPMAN, Professor of Nursing, Emerita; Clinical Instructor in Emergency Medicine B.S.N. (Vanderbilt 1963); M.N. (Florida 1966) [2005]

JAMES DAVID CHAPPELL, Associate Professor of Pathology, Microbiology, and Immunology B.S., M.S. (Murray State 1988, 1991); Ph.D., M.D. (Vanderbilt 1997, 2001) [2005]

RAVI S. CHARI, Clinical Professor of Surgery M.D. (Saskatchewan [Canada] 1989) [2008]

PHILIP DAVID CHARLES, Assistant Dean for Medical School Admissions; Professor of Neurology B.S., M.D. (Vanderbilt 1986, 1990) [1994]

CODY CHASTAIN, Assistant Professor of Medicine B.Sc. (Southern Adventist 2004); M.D. (Loma Linda 2008) [2014]

RUPESH CHATURVEDI, Assistant Professor of Medicine M.Sc. (Jamia Millia [India] 1995); Ph.D. (King George Medical [India] 2004) [2005]

ERIC MARTIN CHAZEN, Clinical Professor of Pediatrics B.A. (Vanderbilt 1952); M.D. (Tennessee, Memphis 1955) [1961]

WALTER J. CHAZIN, Chancellor's Chair in Medicine; Professor of Biochemistry B.S. (McGill [Canada] 1975); Ph.D. (Concordia, Montreal [Canada] 1983) [2000]

GEORGE N. CHEIJ, Clinical Instructor in Ophthalmology and Visual Sciences B.S. (Rice 1984); M.D. (East Tennessee State 1988) [1996]

EDUARD Y. CHEKMENEV, Assistant Professor of Radiology and Radiological Sciences; Assistant Professor of Biomedical Engineering B.S. (Perm State [Russia] 1998); Ph.D. (Louisville 2003) [2009]

JAMES G. CHELNIS, Instructor in Ophthalmology and Visual Sciences B.A. (Pennsylvania 2005); M.D. (SUNY, Buffalo 2010) [2014]

QINGXIA CHEN, Associate Professor of Biostatistics; Associate Professor of Biomedical Informatics B.S. (University of Science and Technology of China, Hefei 1999); M.S. (Pittsburgh 2001); Ph.D. (North Carolina 2005) [2005]

GANG CHEN, Adjunct Instructor in Radiology and Radiological Sciences B.A. (Nanjing [China] 1998); M.S., Ph.D. (Chinese Academy of Sciences, Beijing 1999, 2005) [2005]

CHIU-LAN CHEN, Research Assistant Professor of Biostatistics B.S., M.S. (National Taiwan 1982, 1984); Ph.D. (North Carolina State 1995) [2004]

JIAN-CHUN CHEN, Research Assistant Professor of Medicine M.D., M.S. (Kunming Medical [China] 1998, 2003) [2007]

JIN CHEN, Professor of Medicine; Professor of Cancer Biology; Professor of Cell and Developmental Biology M.D. (Shanghai Medical [China] 1984); Ph.D. (Harvard 1991) [1997]

KONG Y. CHEN, Adjunct Assistant Professor of Medicine B.S. (Tennessee Technological 1993); Ph.D., M.S.C.I. (Vanderbilt 1997, 2002) [1997]

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LI MIN CHEN, Assistant Professor of Radiology and Radiological Sciences; Assistant Professor of Psychology M.D., M.S., Ph.D. (Fourth Military Medical [China] 1989, 1992, 1997) [2003]

PATTY H. CHEN, Assistant Professor of Pathology, Microbiology, and Immunology B.B.Sc. (Simon Fraser [Canada] 1989); D.V.M. (Atlantic Veterinary Medicine [Canada] 1999) [2010]

XI CHEN, Assistant Professor of Biostatistics B.S. (Lanzhou [China] 1999); M.S., Ph.D. (North Carolina State 2002, 2006) [2009]

WEI CHEN, Research Assistant Professor of Medicine M.D., Master, Ph.D. (Harbin Medical [China] 1989, 1998, 2001) [2011]

WENBIAO CHEN, Associate Professor of Molecular Physiology and Biophysics B.S. (Hunan Normal [China] 1985); M.S. (Washington State 1993); Ph.D. (Oregon Health and Science 1997) [2008]

XIWU CHEN, Research Assistant Professor of Medicine M.D. (Anhui [China] 1989); Ph.D. (Shanghai Medical [China] 1997) [2005]

HUIFANG CHENG, Research Associate Professor of Medicine M.D. (Peking Union Medical [China] 1968); M.S. (Beijing Medical [China] 1981) [1995]

LEO K. CHENG, Adjunct Assistant Professor of Surgery Ph.D. (Auckland [New Zealand] 2002) [2012]

EDWARD F. CHERNEY, Associate Professor of Clinical Ophthalmology and Visual Sciences A.B. (California, Davis 1969); M.D. (California, Los Angeles 1973) [2002]

ALAN D. CHERRINGTON, Jacquelyn A. Turner and Dr. Dorothy J. Turner Chair in Diabetes Research; Professor of Molecular Physiology and Biophysics; Professor of Medicine B.Sc. (New Brunswick [Canada] 1967); M.Sc., Ph.D. (Toronto [Canada] 1969, 1973) [1975]

CAROLINE H. CHESTER, Assistant Clinical Professor of Plastic Surgery B.S. (Vanderbilt 1975); M.D. (Tennessee, Memphis 1983) [2002]

DAVID H. CHESTNUT, Professor of Anesthesiology B.A. (Samford 1974); M.D. (Alabama, Birmingham 1978) [2014]

SERGEI CHETYRKIN, Research Assistant Professor of Medicine M.S. (Kiev State [Ukraine] 1991); Ph.D. (National Academy of Sciences, Kiev [Ukraine] 1999) [2007]

ANDREW C. CHEUNG, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.A. (Rice 1997); D.D.S. (Michigan 2001) [2011]

JOYCE CHEUNG-FLYNN, Research Associate Professor of Surgery B.S., M.S. (Northern Arizona 1992, 1995); Ph.D. (Arizona State 1999) [2008]

BENJAMIN CHI, Adjunct Associate Professor of Obstetrics and Gynecology B.S. (Duke 1995); M.D. (Tulane 1999); M.Sc. (London [U.K.] 2007) [2011]

CHIN CHIANG, Professor of Cell and Developmental Biology B.S. (SUNY, Buffalo 1984); M.D., Ph.D. (Washington State 1986, 1990) [1997]

GEOFFREY CHIDSEY, Assistant Professor of Medicine B.S. (Purdue 1990); M.D. (Indiana, Indianapolis 1994) [2006]

PETER ANTHONY CHIN, Assistant Professor of Clinical Anesthesiology M.B.B.S. (West Indies [Jamaica] 1991) [2010]

KELSEY ANNE CHINNADURAI, Assistant in Anesthesiology B.S.N. (Carroll College 2006); M.S.N. (Vanderbilt 2013) [2014]

SIVAKUMAR CHINNADURAI, Assistant Professor of Otolaryngology B.A., M.D. (Missouri, Kansas City 2005, 2006) [2012]

SALLAYA CHINRATANALAB, Assistant Professor of Medicine M.D. (Mahidol [Thailand] 1991) [2001]

WICHAI CHINRATANALAB, Assistant Professor of Medicine M.D. (Mahidol [Thailand] 1990) [2002]

SOOJA CHO, Assistant Professor of Physical Medicine and Rehabilitation B.S. (Northwestern 1967); M.D. (Tufts 2001) [2012]

SUNG HOON CHO, Research Instructor in Pathology, Microbiology, and Immunology B.S. (Kongju National University 1997); Ph.D. (Gwangju Institute of Science and Technology [Korea] 2004) [2011]

JEONG-YUN CHOI, Visiting Associate Professor of Biochemistry M.D., M.S., Ph.D. (Seoul National [Korea] 1994, 1996, 1999) [2009]

LEENA CHOI, Associate Professor of Biostatistics B.S., M.S. (Seoul National [Korea] 1988, 1995); Ph.D. (Johns Hopkins 2005) [2005]

NEESHA NAIK CHOMA, Assistant Professor of Medicine B.S. (Rensselaer Polytechnic Institute 2000); M.D. (Albany Medical 2002) [2006]

AMY S. CHOMSKY, Associate Professor of Ophthalmology and Visual Sciences B.A. (Gettysburg 1986); M.D. (Pennsylvania 1990) [1994]

SHAHANA A. CHOUDHURY, Associate Professor of Pediatrics at Meharry Medical College; Associate Clinical Professor of Pediatrics at Vanderbilt M.D. (Dhaka [Bangladesh] 1982) [2000]

JASON CHRISTENSEN, Assistant Professor of Pediatrics B.A. (Northwestern College [Iowa] 2002); M.D. (Nebraska, Omaha 2007) [2014]

KARLA G. CHRISTIAN, Associate Professor of Cardiac Surgery B.S., M.D. (University of Washington 1981, 1985) [1994]

MICHAEL J. CHRISTIE, Associate Clinical Professor of Orthopaedic Surgery and Rehabilitation B.A. (DePauw 1974); M.P.H. (Johns Hopkins 1975); M.D. (Loyola 1978) [1984]

BRIAN W. CHRISTMAN, Professor of Medicine B.S. (Tulane 1977); M.D. (Oklahoma 1981) [1987]

JOHN W. CHRISTMAN, Adjunct Professor of Medicine M.D. (Indiana, Indianapolis 1978) [2004]

MARK R. CHRISTOFERSEN, Assistant Clinical Professor of Orthopaedic Surgery and Rehabilitation B.A. (Chicago 1974); M.D. (Southern Illinois, Springfield 1978) [2002]

CECILIA P. CHUNG, Assistant Professor of Medicine M.D. (National University of San Marcos 1999); M.P.H. (Vanderbilt 2005) [2012]

CHAN CHUNG, Assistant Professor of Medicine B.A., M.D. (Temple 1998, 2003) [2010]

CHANG YONG CHUNG, Associate Professor of Biological Sciences; Associate Professor of Pharmacology B.S., M.S. (Seoul National [Korea] 1986, 1988); Ph.D. (Duke 1995) [2001]

DAI H. CHUNG, Janie Robinson and John Moore Lee Chair in Pediatrics; Professor of Pediatric Surgery; Professor of Pediatrics; Professor of Cancer Biology; Chair of the Department of Pediatric Surgery B.A. (Texas 1984); M.D. (Texas, Galveston 1988) [2009]

HELEN CHUNG-HUSSAIN, Instructor in Clinical Medicine B.S. (Cornell 2003); D.O. ( 2008) [2014]

LARRY R. CHURCHILL, Ann Geddes Stahlman Chair in Medical Ethics; Professor of Medicine B.A. (Rhodes College 1967); M.Div., Ph.D. (Duke 1970, 1973) [2002]

ANDRÉ L. CHURCHWELL, Senior Associate Dean for Diversity Affairs; Professor of Medicine; Professor of Radiology and Radiological Sciences; Professor of Biomedical Engineering B.S. (Vanderbilt 1975); M.D. (Harvard 1979) [1991]

KEITH B. CHURCHWELL, Associate Professor of Medicine; Associate Professor of Radiology and Radiological Sciences; Executive Director and Chief Medial Officer A.B. (Harvard 1983); M.D. (Washington University 1987) [2006]

DEBRA KAY CIRONE, Assistant in Anesthesiology B.S.N. (South Alabama 1996); M.S.N. (Alabama, Huntsville 2011) [2012]

DANIEL O. CLAASSEN, Assistant Professor of Neurology B.M., M.S. (Georgia 1999, 2001); M.D. (Medical College of Georgia 2005) [2011]

WALTER K. CLAIR, Associate Professor of Medicine A.B. (Harvard 1977); M.D. (Harvard Medical 1981); M.P.H. (Harvard 1985) [2006]

JEFFREY A. CLANTON, Associate in Radiology and Radiological Sciences B.S. (Samford 1976); M.S. (Southern California 1977) [1978]

BERTHA SMITH CLARK, Adjunct Assistant Professor of Hearing and Speech Sciences B.S. (Tennessee State 1964); M.A. (Peabody 1965); Ph.D. (Vanderbilt 1982) [1986]

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H. DANIEL CLARK, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S., D.D.S. (California, San Francisco 1997, 1997); M.D. (Harvard 2000) [2010]

JAMEEL CLARK, Clinical Instructor in Pediatrics B.A. (University of the South 2003); M.D. (Wake Forest 2008) [2011]

NATHANIEL KIM CLARK, Associate Professor of Clinical Psychiatry B.A. (Yale 1994); M.D. (Boston University 2001) [2007]

PETER E. CLARK, Associate Professor of Urologic Surgery B.A. (Cornell 1989); M.D. (Harvard Medical 1994) [2006]

CHARLES D. CLARKE, Assistant Professor of Clinical Neurology B.S. (West Virginia 2004); M.D. (Ohio State 2008) [2013]

KIMBERLI TAYLOR CLARKE, Assistant Professor of Medicine B.A. (Spelman 1998); M.D. (Meharry Medical 2005) [2013]

MATTHEW CLAVENNA, Instructor in Otolaryngology B.S. (Trinity [Texas] 2003); M.D. (Louisiana State, New Orleans 2009) [2014]

DEREK P. CLAXTON, Research Instructor in Molecular Physiology and Biophysics B.S. (Alabama, Huntsville 2004); Ph.D. (Vanderbilt 2010) [2014]

MARK A. CLAY, Assistant Professor of Pediatrics B.S. (Xavier [Louisiana] 1998); M.D. (Emory 2002) [2013]

ANNA S. CLAYTON, Assistant Professor of Medicine B.S. (Maryland 1985); M.D. (Uniformed Services 1990) [2007]

ELLEN WRIGHT CLAYTON, Craig-Weaver Chair in Pediatrics; Professor of Pediatrics; Professor of Law B.S. (Duke 1974); M.S. (Stanford 1976); J.D. (Yale 1979); M.D. (Harvard 1985) [1988]

GEORGE H. CLAYTON, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.A. (Wake Forest 1983); D.D.S. (North Carolina, Charlotte 1987) [2004]

JOHN H. CLEATOR, Assistant Professor of Medicine; Assistant Professor of Pharmacology B.S. (The Citadel 1991); Ph.D., M.D. (Medical University of South Carolina 1999, 1999) [2007]

JOHN B. CLEEK, Assistant Professor of Medicine A.B. (Duke 1981); M.D. (Medical College of Georgia 1985) [2012]

RONALD H. CLEMENTS, Professor of Surgery M.D. (Alabama, Birmingham 1992) [2010]

CHRISTINA MARIE CLEVELAND, Assistant in Medicine; Adjunct Instructor in Nursing B.S., M.S.N. (Vanderbilt 2007, 2010) [2010]

DAVID E. CLIFFEL, Professor of Chemistry; Associate Professor of Pediatrics B.E.E., B.S. (Dayton 1988, 1988); Ph.D. (Texas 1998) [2000]

RUFUS CLIFFORD, Clinical Professor of Pediatrics B.S. (Lipscomb 1954); M.D. (Tennessee, Memphis 1959) [2006]

MARY ELLEN CLINTON, Assistant Clinical Professor of Neurology B.S. (Loyola Marymount 1972); M.D. (Southern California 1976) [1982]

KATE CLOUSE, Research Assistant Professor of Medicine B.S. (North Carolina 1998); M.P.H. (California, Berkeley 2005); Ph.D. (North Carolina 2012) [2014]

ANTHONY J. CMELAK, Professor of Radiation Oncology; Medical Director Vanderbilt-Ingram Cancer Center at Franklin B.S. (California, Berkeley 1987); M.D. (Northwestern 1992) [1996]

CHERYL M. COBB, Assistant Professor of Clinical Psychiatry B.S., M.D. (Vanderbilt 2001, 2005) [2010]

MARK A. COBB, Assistant Professor of Neurological Surgery B.A. (Lipscomb 1978); M.S., M.D. (Vanderbilt 1980, 1990) [2012]

LORI A. COBURN, Assistant Professor of Medicine B.S. (Lyon College 2000); M.D. (Harvard 2004) [2008]

LAYLA M. COCHRAN, Assistant in Medicine B.S. (Tennessee Technological 2002); M.S.N. (Vanderbilt 2007) [2008]

MICHELLE MACHT COCHRAN, Assistant Clinical Professor of Psychiatry B.S. (Centre 1988); M.D. (Louisville 1992) [1996]

SIMONA G. CODREANU, Research Instructor in Biochemistry B.S. (Universitatea Politehnica din Bucuresti [Romania] 1989); M.S., Ph.D. (Vanderbilt 2000, 2003) [2005]

CHARLES W. COFFEY II, Professor of Radiation Oncology B.S., M.S. (Kentucky, Lexington 1971, 1972); Ph.D. (Purdue 1975) [1993]

ROBERT J. COFFEY, JR., Professor of Medicine; Professor of Cell and Developmental Biology A.B. (Princeton 1970); M.D. (Georgetown 1976) [1986]

JOY DARLENE COGAN, Research Associate Professor of Pediatrics A.B. (Transylvania 1983); Ph.D. (Vanderbilt 1991) [2003]

JONATHAN A. COHEN, Assistant Clinical Professor of Surgery at St. Thomas Medical Center B.S. (California, Los Angeles 1990); M.D. (New York 1994) [2003]

MELINDA P. COHEN, Associate in Pediatrics B.S. (Douglass [Canada] 1973); M.S. (Georgetown 1976) [1985]

SARAH SCHWEITZER COHEN, Adjunct Assistant Professor of Medicine B.S. (North Carolina 2000); M.S. (Michigan 2002); Ph.D. (North Carolina 2010) [2012]

STANLEY COHEN, Distinguished Professor of Biochemistry, Emeritus B.A. (CUNY, Brooklyn College 1943); M.A. (Oberlin 1945); Ph.D. (Michigan 1948) [1959]

ROGER J. COLBRAN, Professor of Molecular Physiology and Biophysics B.Sc. (Bristol [U.K.] 1982); Ph.D. (Newcastle [Australia] 1985) [1986]

KATIE ANN COLE, Assistant In Surgery; Adjunct Instructor in Nursing B.S. (Middle Tennessee State 2005); B.S.N. (Johns Hopkins 2006); M.S.N. (Vanderbilt 2010) [2011]

MICHAEL E. COLE, Assistant Clinical Professor of Obstetrics and Gynecology B.S. (Christian Brothers 1998); M.D. (Tennessee, Memphis 2004) [2010]

ROSANNE COLEMAN, Assistant Clinical Professor of Pediatrics B.S. (Christian Brothers 1985); M.D. (Tennessee, Memphis 1994) [2009]

DAVID R. COLLINS, Assistant Clinical Professor of Medicine B.E. (Vanderbilt 1993); M.D. (Tennessee, Memphis 1997) [2000]

DOUGLAS J. COLLINS, Assistant Clinical Professor of Pediatrics B.S. (Memphis State 1987); M.D. (Arkansas, Little Rock 1991) [2006]

HAROLD B. COLLINS II, Associate Clinical Professor of Obstetrics and Gynecology B.A. (Vanderbilt 1985); M.D. (Tennessee, Memphis 1989) [2008]

JO ANN COOK COLLINS, Assistant Clinical Professor of Pediatrics B.S. (Birmingham-Southern 1993); M.D. (Vanderbilt 1997) [2000]

NINA S. COLLINS, Assistant in Surgery B.S. (Vanderbilt 1999); B.S.N. (Tennessee Wesleyan 2003); M.S.N. (Vanderbilt 2005) [2011]

SEAN P. COLLINS, Associate Professor of Emergency Medicine B.S. (Boston University 1993); M.D. (Wisconsin 1997); M.S. (Harvard 2005) [2011]

LINDSEY K. COLMAN, Assistant Professor of Clinical Psychiatry B.A., M.A., Ph.D. (Tennessee 2006, 2010, 2012) [2014]

KATHERINE W. COLVIN, Assistant in Medicine B.S. (Middle Tennessee State 1994); M.S.N. (Vanderbilt 1997) [2009]

BRUCE E. COMPAS, Patricia and Rodes Hart Chair; Professor of Psychology and Human Development; Professor of Psychology; Professor of Pediatrics B.A., M.A., Ph.D. (California, Los Angeles 1973, 1975, 1980) [2002]

BEATRICE P. CONCEPCION, Assistant Professor of Medicine M.D. (Philippines 2004) [2013]

RAOUL S. CONCEPCION, Assistant Clinical Professor of Urologic Surgery B.S. (Toledo 1979); M.D. (Ohio State 1984) [1990]

MOLLY M. CONE, Assistant Professor of Surgery B.S. (Wyoming 2002); M.D. (Oregon Health and Science 2006) [2013]

ROGER D. CONE, Joe C. Davis Chair in Biomedical Science; Professor of Molecular Physiology and Biophysics; Chair of the Department of Molecular Physiology and Biophysics B.A. (Princeton 1980); Ph.D. (Massachusetts Institute of Technology 1985) [2008]

PETER JEFFREY CONN, Lee E. Limbird Chair in Pharmacology; Professor of Pharmacology B.S. (Lee 1981); Ph.D. (Vanderbilt 1986) [2003]

JOHN J. CONNORS III, Professor of Radiology and Radiological Sciences; Professor of Neurology; Professor of Neurological Surgery B.E. (Vanderbilt 1971); M.D. (Mississippi, Jackson 1975) [2009]

EDWARD G. CONTURE, Professor of Hearing and Speech Sciences, Emeritus B.S. (Emerson 1967); M.S. (Northwestern 1968); Ph.D. (Iowa 1972) [1997]

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PHILIP GERLACH COOGAN, Assistant Clinical Professor of Orthopaedic Surgery and Rehabilitation A.B. (Harvard 1984); M.D. (Vanderbilt 1988) [2000]

REBECCA S. MURAOKA COOK, Assistant Professor of Cancer Biology B.S. (Vanderbilt 1993); Ph.D. (Cincinnati 1998) [2008]

LINDSEY W. COOPER, SR., Assistant Clinical Professor of Oral and Maxillofacial Surgery D.M.D. (Kentucky, Lexington 1975) [2003]

MICHAEL K. COOPER, Associate Professor of Neurology B.S. (Rhodes College 1987); M.D. (Alabama, Birmingham 1992) [2002]

ROBERT SETH COOPER, Clinical Professor of Medicine B.S., M.D. (Louisiana State 1967, 1971) [1976]

TIMOTHY J. COOPER, Assistant Professor of Pediatrics; Assistant Professor of Psychiatry B.A. (Christian Brothers 1986); M.A. (Middle Tennessee State 1992); Psy.D. (Spalding 1999) [2006]

TRISHA L. COOPER, Assistant in Neurological Surgery B.S. (Tennessee 2005); M.S. (Trevecca Nazarene 2007) [2012]

WILLIAM O. COOPER, Cornelius Vanderbilt Chair; Professor of Pediatrics; Professor of Health Policy B.A. (Transylvania 1987); M.D., M.P.H. (Vanderbilt 1991, 1997) [1996]

BILLY H. COPELAND II, Instructor in Clinical Medicine B.S. (Tennessee 1997); M.D. (East Tennessee State 2003) [2010]

BLYTHE ANNE CORBETT, Associate Professor of Psychiatry; Associate Professor of Psychology M.A., Ph.D. (California School of Professional Psychology 1996, 1999) [2010]

JACKIE D. CORBIN, Professor of Molecular Physiology and Biophysics, Emeritus B.S. (Tennessee 1963); Ph.D. (Vanderbilt 1968) [1971]

JOHN M. COREY, Assistant Professor of Clinical Anesthesiology B.S. (Missouri State 1996); M.D. (Missouri 2001) [2011]

JUDY J. CORFMAN, Assistant in Neurology B.S. (Spalding 1972); M.S.N. (Clemson 1988) [2004]

KYLIE M. CORMIER, Associate Clinical Professor of Pediatrics B.S. (Louisiana, Monroe 1997); M.D. (Louisiana State 2003) [2007]

ROBERT FRANK CORNELL, Assistant Professor of Medicine B.S. (Saint Louis 2000); M.D. (Trinity, Dublin [Ireland] 2007) [2013]

CARLTON W. CORNETT, Assistant Clinical Professor of Psychiatry B.A. (Huntingdon 1982); M.S.W. (Georgia 1984) [2007]

DALE SHANNON CORNETT, Adjunct Assistant Professor of Biochemistry B.S. (Eastern Kentucky 1988); Ph.D. (Georgia 1993) [2002]

OMAR FRANCO CORONEL, Research Assistant Professor of Urologic Surgery M.D. (Universidad Nacional de Asunci n [Paraguay] 1992); Ph.D. (Mie [Japan] 2003) [2013]

PELAYO CORREA, Anne Potter Wilson Chair in Medicine; Professor of Pathology, Microbiology, and Immunology; Professor of Medicine M.D. (Universidad de Antioquia [Colombia] 1949) [2005]

DAVID CORTEZ, Professor of Biochemistry; Professor of Cancer Biology B.S. (Illinois, Champaign 1993); Ph.D. (Duke 1997) [2002]

WILLIAM TIMOTHY COSTELLO, Assistant Professor of Clinical Anesthesiology B.A. (Lipscomb 2002); M.D. (Tennessee, Memphis 2006) [2011]

EMILY COTE, Assistant in Medicine B.S. (Louisiana State 2008); M.S.N. (Vanderbilt 2012) [2012]

JACKSON D. COTHREN, Clinical Instructor in Obstetrics and Gynecology M.D. (Tennessee, Memphis 1968) [1978]

ROBERT B. COTTON, Professor of Pediatrics B.A., M.D. (Virginia 1961, 1965) [1975]

R. STEVEN COUCH, Associate Professor of Clinical Pediatrics B.A. (Austin College 1978); M.D. (Baylor 1982) [1993]

LAURA B. COULAM, Instructor in Clinical Neurology B.A. (Williams 1995); M.A., Ph.D. (Washington University 1995, 2003) [2013]

THOMAS L. COURTNEY, Assistant Clinical Professor of Pediatrics B.S. (Pennsylvania 1987); M.S., M.D. (Virginia 1989, 1993) [2008]

TIMOTHY L. COVER, Professor of Medicine; Professor of Pathology, Microbiology, and Immunology B.S. (Muhlenberg 1980); M.D. (Duke 1984) [1990]

RONALD L. COWAN, Associate Professor of Psychiatry; Associate Professor of Radiology and Radiological Sciences; Associate Professor of Psychology B.S. (Christian Brothers 1984); Ph.D. (Tennessee, Memphis 1990); M.D. (Cornell 1994) [2002]

JENNIFER E. COX, Assistant Professor of Clinical Pediatrics B.S. (Vanderbilt 2000); M.D. (Tennessee, Memphis 2004) [2013]

JOY D. COX, Clinical Instructor in Obstetrics and Gynecology B.A., M.D. (Vanderbilt 1998, 2002) [2007]

LAURA S. CRADDOCK, Assistant in Medicine B.S. (Auburn 1994); M.S.N. (Vanderbilt 2002) [2008]

ALLEN SCOTT CRAIG, Associate Clinical Professor of Health Policy B.A. (SUNY, Geneseo 1978); M.D. (Yeshiva 1982) [1998]

DEBRA M. CRAVEN, Assistant in Medicine B.S. (Tennessee 1999); M.S. (Vanderbilt 2010) [2011]

ERIKA L. CRAWFORD, Assistant Clinical Professor of Pediatrics B.S. (Hampton 2000); M.D. (Meharry Medical 2004) [2007]

JEFFREY L. CREASY, Professor of Radiology and Radiological Sciences B.S. (Michigan State 1976); M.D. (North Carolina 1980) [1988]

CLARENCE BUDDY CREECH, Associate Professor of Pediatrics B.S., M.D., M.P.H. (Vanderbilt 1995, 1999, 2006) [2006]

MARTA ANN CRISPENS, Associate Professor of Obstetrics and Gynecology B.S. (Emory 1987); M.D. (Alabama, Birmingham 1991) [2002]

JULIE A. CRITTENDON, Assistant Professor of Pediatrics; Assistant Professor of Psychiatry B.S. (Tennessee Technological 2001); M.A. (Tennessee 2004); Ph.D. (Mississippi 2009) [2010]

GENEA S. CROCKETT, Assistant in Molecular Physiology and Biophysics B.A., M.S. (Auburn 1986, 1988) [2001]

LESLIE J. CROFFORD, Professor of Medicine B.A. (Vanderbilt 1980); M.D. (Tennessee, Memphis 1984) [2013]

OSCAR B. CROFFORD, Professor of Medicine, Emeritus B.A., M.D. (Vanderbilt 1952, 1955) [1959]

ANGUS M. CROOK, Associate Clinical Professor of Obstetrics and Gynecology B.A. (University of the South 1949); M.D. (Virginia 1953) [1968]

TRAVIS CROOK, Clinical Instructor in Pediatrics B.S. (Clemson 2005); M.D. (Baylor 2009) [2012]

CHRISTOPHER L. CROPSEY, Assistant Professor of Anesthesiology B.M. (Belmont 2004); M.D. (East Tennessee State 2009) [2014]

KRISTEN L. CROSSMAN, Assistant Professor of Pediatrics B.S. (Indiana, Bloomington 1994); M.S. (Purdue 1995); M.D. (Indiana, Indianapolis 2000) [2011]

DONNA J. CROWE, Clinical Instructor in Obstetrics and Gynecology B.S. (Birmingham-Southern 1989); M.D. (Vanderbilt 1993) [1997]

JAMES E. CROWE, JR., Ann Scott Carell Chair; Professor of Pediatrics; Professor of Pathology, Microbiology, and Immunology B.S. (Davidson 1983); M.D. (North Carolina 1987) [1995]

ABBE G. CRUMP, Assistant Professor of Clinical Psychiatry B.S. (Texas Christian 2003); M.A., Ph.D. (Alabama 2005, 2009) [2010]

CRISTINA REYES CRUZ, Clinical Instructor in Pediatrics B.S., M.D. (Universidad Santo Tom s, Bucaramanga [Colombia] 1984, 1988) [2013]

SUZANNE T. CSORNA, Instructor in Clinical Obstetrics and Gynecology B.A., M.S.N. (Vanderbilt 2000, 2006) [2007]

DANIEL G. CUADRADO, Adjunct Instructor in Cardiac Surgery B.A. (Hood 1998); M.D. (Maryland 2002) [2011]

KEVIN P. M. CURRIE, Associate Professor of Anesthesiology; Associate Professor of Pharmacology B.Sc. (Edinburgh [U.K.] 1990); Ph.D. (London [U.K.] 1994) [2002]

WILLIAM BEN CUTRER, Assistant Professor of Pediatrics; Assistant Professor of Anesthesiology B.A. (Hardin-Simmons 1999); M.D. (Kentucky, Lexington 2003) [2010]

LAURIE E. CUTTING, Patricia and Rodes Hart Chair; Professor of Special Education; Associate Professor of Pediatrics B.A. (American 1993); M.A., Ph.D. (Northwestern 1995, 1999) [2009]

KATHRYN MCCRYSTAL DAHIR, Assistant Professor of Medicine B.A. (Virginia 1995); M.D. (Eastern Virginia 1999) [2005]

CHUNHUA DAI, Research Assistant Professor of Medicine M.D., M.Sc. (Hunan Medical [China] 1975, 1986) [1992]

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JUN DAI, Assistant Professor of Medicine M.D. (Sun Yat-Sen University of Medical Science [China] 1991); M.Sc. (Sun Yat-Sen [China] 1998); Ph.D. (Emory 2008) [2012]

QI DAI, Associate Professor of Medicine M.D. (Shanghai Medical [China] 1990); Ph.D. (South Carolina 2001) [2003]

ARTHUR F. DALLEY II, Professor of Orthopaedic Surgery and Rehabilitation; Professor of Cell and Developmental Biology B.S., Ph.D. (Utah 1970, 1975) [1998]

STEVEN M. DAMO, Adjunct Assistant Professor of Biochemistry B.S. (New York 1998); Ph.D. (California, Berkeley 2006) [2013]

BRUCE M. DAMON, Associate Professor of Radiology and Radiological Sciences; Associate Professor of Molecular Physiology and Biophysics B.S. (Massachusetts 1987); M.S., Ph.D. (Illinois, Champaign 1993, 2000) [2003]

JULIE B. DAMP, Associate Director, Cardiovascular Fellowship Training Program B.S. (Tennessee 1997); M.D. (Vanderbilt 2001) [2007]

JULIET MARIE DANIEL, Assistant Clinical Professor of Pediatrics B.S. (Georgetown 1991); M.D. (Northwestern 1995) [2009]

ANTHONY B. DANIELS, Assistant Professor of Ophthalmology and Visual Sciences B.A. (Princeton 2002); M.S.H.S. (London School of Economics [U.K.] 2003); M.D. (Pennsylvania 2007) [2013]

R. NATHAN DANIELS, Adjunct Assistant Professor of Pharmacology B.S. (Ohio State 2003); Ph.D. (Vanderbilt 2010) [2013]

JOHN SCOTT DANIELS, Assistant Professor of Pharmacology B.S. (Southwest Baptist 1992); Ph.D. (Missouri 1998) [2010]

TITUS L. DANIELS, Associate Professor of Medicine B.S. (Wichita State 1997); M.D. (Kansas 2001); M.P.H. (Vanderbilt 2007) [2006]

MELISSA ELLEN DANKO, Assistant Professor of Pediatric Surgery B.A. (Duke 2000); M.D. (Pittsburgh 2005) [2014]

MATTHEW DANTER, Instructor in Cardiac Surgery M.D. (Western Ontario [Canada] 2003) [2014]

BENJAMIN DANZO, Professor of Obstetrics and Gynecology, Emeritus; Research Professor of Biochemistry, Emeritus B.A. (Franciscan University of Steubenville 1965); M.S. (Arkansas 1968); Ph.D. (Michigan 1971) [1973]

ANH H. DAO, Associate Professor of Pathology, Emeritus B.A. (**Nguyen Trai 1951); M.D. (**Saigon 1960); M.S. (Vermont 1964) [1977]

DAWOOD DARBAR, Associate Professor of Medicine B.Med.Sc., M.B., Ph.D. (Dundee [U.K.] 1986, 1989, 2001) [2002]

JAMES P. DARKE, Assistant Clinical Professor of Pediatrics B.S. (Memphis 1994); M.D. (Tennessee, Memphis 2001) [2010]

UTPAL P. DAVE, Assistant Professor of Medicine B.S., M.D. (Northwestern 1990, 1994) [2005]

SUANNE M. DAVES, Associate Professor of Anesthesiology; Associate Professor of Pediatrics B.S. (Cameron 1981); M.D. (Oklahoma 1987) [2008]

HEATHER A. DAVIDSON, Assistant Professor of Medical Education and Administration B.S., M.S., Ph.D. (Vanderbilt 1996, 2001, 2005) [2010]

JEFFREY M. DAVIDSON, Professor of Pathology, Microbiology, and Immunology B.S. (Tufts 1967); M.S., Ph.D. (Stanford 1969, 1975) [1986]

MARIO A. DAVIDSON, Instructor in Biostatistics B.S., M.S. (Tennessee State 1996, 1998); M.S., M.A., Ph.D. (Ohio State 2002, 2005, 2007) [2009]

STEPHANIE RAY DAVIDSON, Assistant in Medicine; Adjunct Instructor in Nursing B.S.N. (Michigan State 2004); M.S.N. (Vanderbilt 2009) [2009]

WILLIAM R. DAVIDSON, Associate Clinical Professor of Pediatrics B.S. (Tennessee, Martin 1985); M.D. (Tennessee, Memphis 1989) [1992]

LUDA DAVIES, Clinical Instructor in Surgery B.S. (South Carolina, Spartanburg 1980); B.S. (North Texas Health Science Center 1986) [2013]

SEAN S. DAVIES, Assistant Professor of Pharmacology B.S., Ph.D. (Utah 1993, 1999) [2002]

MARCO DAVILA, Assistant Professor of Medicine; Assistant Professor of Cancer Biology B.S. (Texas Christian 1995); Ph.D., M.D. (Duke 2004, 2004) [2014]

CARLA M. DAVIS, Clinical Instructor in Pathology, Microbiology, and Immunology B.S. (Illinois, Champaign 1970); M.D. (Vanderbilt 1974) [1978]

GORDON B. DAVIS, Assistant Clinical Professor of Pediatrics B.A. (California, Berkeley 1972); M.D. (Creighton 1976) [2006]

LARRY TAYLOR DAVIS, Instructor in Clinical in Radiology and Radiological Sciences B.E., M.D. (Vanderbilt 2004, 2008) [2013]

PATRICIA C. DAVIS, Clinical Professor of Pediatrics B.S. (Tennessee 1962); M.D. (Tennessee, Memphis 1965) [2006]

SARAH ANN DAVIS, Assistant in Surgery; Adjunct Instructor in Nursing B.S.N. (Kansas 2006); M.S. (Vanderbilt 2013) [2013]

STEPHEN M. DAVIS, Assistant Clinical Professor of Plastic Surgery B.S. (Vanderbilt 1976); M.D. (Meharry Medical 1981) [1998]

STEPHEN N. DAVIS, Adjunct Professor of Medicine M.B.B.S. (London [U.K.] 1979); M.R.C.P. (Royal College of Physicians [U.K.] 1982); Ph.D. (London [U.K.] 1991); M.D. (Royal College of Physicians [U.K.] 1993) [1988]

THOMAS L. DAVIS, Professor of Neurology B.A. (Wooster 1981); M.D. (Mississippi 1985) [1991]

SHEILA PATRICIA DAWLING, Associate Clinical Professor of Pathology, Microbiology, and Immunology B.Sc. (Surrey [U.K.] 1976); Ph.D. (London [U.K.] 1981) [1996]

MATTHEW A. DAY, Assistant Professor of Clinical Radiology and Radiological Sciences B.S. (Florida 2001); M.D. (Vanderbilt 2005) [2011]

OLGA DAYTS, Assistant in Anesthesiology B.S.N. (Ramapo 2003); M.S.N. (Columbia 2007) [2009]

MARK P. DE CAESTECKER, Associate Professor of Medicine; Associate Professor of Surgery; Associate Professor of Cell and Developmental Biology B.A., M.A. (Cambridge [U.K.] 1980, 1983); M.B.B.S. (London [U.K.] 1986); Ph.D. (Manchester [U.K.] 1994) [2000]

NIELS DE JONGE, Adjoint Assistant Professor of Molecular Physiology and Biophysics M.S. (Amsterdam [Netherlands] 1994); Ph.D. (Albert Ludwigs University of Freiburg [Germany] 1999) [2012]

LISA ANNE DE LA MOTHE, Adjunct Assistant Professor of Hearing and Speech Sciences B.S. (Tennessee, Martin 2001); M.A., Ph.D. (Vanderbilt 2006, 2008) [2012]

MICHAEL DE RIESTHAL, Assistant Professor of Hearing and Speech Sciences B.S. (Northwestern 1997); M.S., Ph.D. (Vanderbilt 1999, 2003) [2007]

NATASHA GRANT DEANE, Research Associate Professor of Surgery B.S. (Brown 1984); Ph.D. (Texas, Dallas 1995) [2004]

RODNEY JAMES SNODGRASS DEATON, Assistant Clinical Professor of Psychiatry B.A. (Purdue 1978); M.D. (Indiana, Indianapolis 1982); J.D. (Harvard Medical 1990) [2014]

MICHAEL RUTLEDGE DEBAUN, J.C. Peterson, M.D. Chair in Pediatric Pulmonology; Professor of Pediatrics; Vice Chair for Clinical Research, Department of Pediatrics B.S. (Howard 1982); M.S., M.D. (Stanford 1987, 1987); M.P.H. (Johns Hopkins 1993) [2010]

DAVID K. DEBOER, Assistant Clinical Professor of Orthopaedic Surgery and Rehabilitation B.A. (Westmar 1983); M.S., M.D. (Vanderbilt 1986, 1990) [1995]

JILL DEBONA, Assistant Clinical Professor of Psychiatry B.A. (Virginia 1986); M.D. (Vanderbilt 1990) [1994]

MICHAEL D. DECKER, Adjunct Professor of Health Policy B.S. (California Institute of Technology 1969); M.D. (Rush 1978); M.P.H. (Illinois, School of Public Health, Chicago 1982) [1986]

ROBERT J. DEEGAN, Associate Professor of Clinical Anesthesiology M.D., B.Sc., Ph.D. (University College, Dublin [Ireland] 1986, 1988, 1991) [1996]

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MARY ELLEN DEES, Assistant Professor of Pediatrics B.A., M.D. (Case Western Reserve 1986, 1991) [1999]

KIRBY HUDSON DEETER, Associate in Orthopaedic Surgery and Rehabilitation B.A. (Kansas 1994); D.P.M. (Ohio College of Podiatric Medicine 1999) [2006]

DAVID JAMES DEGRAFF, Research Assistant Professor of Urologic Surgery B.S. (Denver ); Ph.D. (Delaware 2008) [2013]

ROY L. DEHART, Professor of Medicine; Professor of Health Policy B.S. (Tennessee 1957); M.D. (Tennessee, Memphis 1960); M.P.H. (Johns Hopkins 1965) [1999]

DOMINIQUE DELBEKE, Professor of Radiology and Radiological Sciences M.D., Ph.D. (Universit Libre de Bruxelles {Belgium] 1978, 1985) [1990]

AUBREY MICHAEL DELK, Clinical Instructor in Emergency Medicine B.S. (Lipscomb 2002); M.D. (Tennessee, Memphis 2006) [2009]

JANELLE DELLE, Assistant in Surgery B.S.N. (Austin Peay State 2003); M.S. (Saint Louis 2010) [2011]

JAN S. DELOZIER, Assistant Professor of Clinical Medicine A.B. (Tennessee 1978); M.D. (Tennessee, Memphis 1982) [1985]

JOSEPH B. DELOZIER III, Assistant Clinical Professor of Plastic Surgery B.A. (University of the South 1977); M.D. (Tennessee, Memphis 1982) [2000]

ERIC DELPIRE, Professor of Anesthesiology; Professor of Molecular Physiology and Biophysics B.S., M.S., Ph.D. (Li ge [Belgium] 1981, 1983, 1989) [1997]

SANDRA L. DEMING-HALVERSON, Adjunct Research Assistant Professor of Medicine B.S. (Southern California 1992); M.P.H. (George Washington 1996); Ph.D. (North Carolina 2005) [2009]

MARK R. DENISON, Craig-Weaver Chair in Pediatics; Professor of Pediatrics; Professor of Pathology, Microbiology, and Immunology B.S., M.D. (Kansas 1977, 1980) [1991]

THOMAS WADE DENNEY, Clinical Professor of Pediatrics B.S. (Lipscomb 1982); M.D. (Tennessee, Memphis 1986) [2006]

BRADLEY M. DENNIS, Assistant Professor of Surgery B.S. (Georgia 2001); M.D. (Medical College of Georgia 2005) [2012]

SCOTT DENNIS, Assistant in Anesthesiology B.A. (Alabama, Huntsville 1999); B.S.N. (Alabama 2006); M.S.N. (Alabama, Huntsville 2008) [2011]

JOSHUA C. DENNY, Associate Professor of Biomedical Informatics; Associate Professor of Medicine B.S., M.D., M.S. (Vanderbilt 1998, 2003, 2007) [2007]

STEPHEN A. DEPPEN, Assistant Professor of Thoracic Surgery B.S. (Tennessee Technological 1988); M.A. (Tennessee 1991); M.S. (Indiana, Bloomington 1994); Ph.D. (Vanderbilt 2013) [2014]

CHARLES V. DEPRIEST, Assistant Professor of Radiology and Radiological Sciences A.B., M.D. (Harvard 1977, 1982) [2008]

CHRISTINA L. DERLETH, Assistant Professor of Medicine B.S., M.D. (University of Washington 1998, 2004) [2010]

TERENCE S. DERMODY, Dorothy Overall Wells Chair in Pediatrics; Professor of Pediatrics; Professor of Pathology, Microbiology, and Immunology; Director, Pediatric Infectious Diseases; Director, Medical Scientist Training Program B.S. (Cornell 1978); M.D. (Columbia 1982) [1990]

RONALD G. DERR, Assistant Professor of Clinical Orthopaedic Surgery and Rehabilitation B.S. (Ohio State 1979); D.O. (Ohio 1988) [2009]

NEERAV A. DESAI, Assistant Professor of Pediatrics B.E. (Vanderbilt 1998); M.D. (Tennessee, Memphis 2002) [2006]

MOHAMED MOKHTAR DESOUKI, Assistant Professor of Pathology, Microbiology, and Immunology Ph.D., M.Sc., M.D. (Cairo [Egypt] 1989, 1996, 2000) [2012]

WOLF-DIETRICH DETTBARN, Professor of Pharmacology, Emeritus M.D. (**Goettingen, Germany 1953) [1968]

KRISTEN BETH DETTORRE, Assistant Professor of Emergency Medicine B.S. (Kent State 2002); M.D. (Northeastern Ohio Universities 2006) [2009]

PATRICIA A. DETZEL, Assistant Professor of Clinical Obstetrics and Gynecology B.S.N. (Cincinnati 1994); M.S.N. (Vanderbilt 1998) [2010]

ARIEL Y. DEUTCH, James G. Blakemore Chair in Psychiatry; Professor of Psychiatry; Professor of Pharmacology B.A. (Vanderbilt 1973); Ph.D. (Georgia 1983) [1996]

CLINTON J. DEVIN, Assistant Professor of Orthopaedic Surgery and Rehabilitation; Assistant Professor of Neurological Surgery B.S. (Wyoming 1998); M.D. (Vanderbilt 2002) [2009]

JESSICA K. DEVIN, Assistant Professor of Medicine B.A. (Dartmouth 1998); M.D., M.S. (Vanderbilt 2002, 2007) [2011]

VICTORIA J. DEVITO, Associate Professor of Clinical Pediatrics B.S. (Ohio 1976); M.D. (Medical College of Ohio 1979) [2005]

JOSEPH EDWARD DEWEESE, Adjunct Assistant Professor of Biochemistry B.S. (Freed-Hardeman 2004); Ph.D. (Vanderbilt 2009) [2009]

CHARLENE M. DEWEY, Associate Professor of Medical Education and Administration; Associate Professor of Medicine B.S. (Bradley 1985); M.D. (Morehouse 1990); M.Ed. (Houston 2004) [2007]

PUNITA DHAWAN, Assistant Professor of Surgery; Assistant Professor of Cancer Biology B.S. (Delhi [India] 1991); M.S. (All India Institute of Medical Sciences 1993); Ph.D. (Arkansas, Little Rock 1999) [2002]

EMMANUELE DIBENEDETTO, Centennial Professor of Mathematics; Professor of Molecular Physiology and Biophysics B.A. (Florence [Italy] 1975); Ph.D. (Texas 1979) [2000]

S. KENT DICKESON, Research Assistant Professor of Pathology, Microbiology, and Immunology B.S. (Missouri State 1985); Ph.D. (Kansas 1991) [2003]

IRINA A. DIDIER, Instructor in Clinical Pediatrics; Instructor in Clinical Medicine B.S. (Gomel State Medical [Belarus] 1980); M.D. (Minsk State Medical [Belarus] 1987) [2005]

JOSEPH DIGGS, Assistant Professor of Radiology and Radiological Sciences B.S. (Cuttington College and Divinity School [Liberia] 1958); M.D. (Geneva [Switzerland] 1967) [2000]

ANNA DIKALOVA, Research Assistant Professor of Pediatrics M.S. (Novosibirsk State [Russia] 1987); Ph.D. (Institute of Cytology and Genetics [Russia] 1993) [2011]

MARY DIMICELI, Assistant Professor of Anesthesiology B.S. (Manhattan 2002); M.D. (Georgetown 2007) [2014]

ELIA C. DIMITRI, Clinical Professor of Pediatrics B.A. (East Tennessee State 1957); M.D. (Tennessee, Memphis 1960) [2005]

THOMAS S. DINA, Professor of Radiology and Radiological Sciences, Emeritus B.S. (Notre Dame 1961); M.D. (Northwestern 1965) [1994]

GEORGE X. DING, Professor of Radiation Oncology; Associate Professor of Physics B.Sc., M.Sc. (Xuzhou Medical [China] 1982, 1985); Ph.D. (Carleton [Canada] 1995) [2004]

TIANBING DING, Research Instructor in Obstetrics and Gynecology B.S., M.S. (Jilin [China] 1995, 1998); Ph.D. (Changchun University of Technology [China] 2001) [2013]

THOMAS G. DISALVO, Associate Professor of Medicine A.B. (Harvard 1980); M.D. (Cincinnati 1987); M.P.H. (Harvard 1995); M.B.A. (Vanderbilt 2007) [2004]

ROBERT DISANTIS, Assistant Professor of Clinical Medicine B.S. (Grove City 2007); M.D. (Pennsylvania State 2011) [2014]

ANDREW DITTBERNER, Adjunct Assistant Professor of Hearing and Speech Sciences B.A. (North Dakota 1996); M.S. (Arizona 1998); Ph.D. (Iowa 2002) [2006]

KURT F. DITTRICH, Assistant Professor of Clinical Anesthesiology B.A., M.D. (Vermont 1994, 1999) [2011]

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ROBERT S. DITTUS, Associate Vice-Chancellor for Public Health and Health Care; Senior Associate Dean for Population Health Sciences; Albert and Bernard Werthan Chair in Medicine; Professor of Medicine; Director of the Institute for Medicine and Public Health B.S.I.E. (Purdue 1973); M.D. (Indiana, Bloomington 1978); M.P.H. (North Carolina 1984) [1997]

JOHN H. DIXON, JR., Associate Professor of Medicine B.S. (Duke 1969); M.D. (Vanderbilt 1973) [1996]

ROGER R. DMOCHOWSKI, Professor of Urologic Surgery; Professor of Obstetrics and Gynecology B.A. (Trinity [Texas] 1979); M.D. (Texas, Galveston 1983) [2002]

KATHERINE DOBIE, Assistant Professor of Clinical Anesthesiology B.S. (South Carolina 1998); M.D. (East Tennessee State 2003) [2009]

CHRISTOPHER HERBERT DODD, Assistant Professor of Clinical Pediatrics B.S. (Samford 1998); Ph.D., M.D. (Alabama, Birmingham 2008, 2009) [2014]

DEBRA A. DODD, Professor of Clinical Pediatrics; Associate Professor of Pediatrics B.A., M.D. (Johns Hopkins 1980, 1984) [1990]

TRACEY E. DOERING, Assistant Clinical Professor of Medicine B.S. (Rutgers, Newark 1981); M.D. (Johns Hopkins 1985) [1989]

JENNIFER A. DOMM, Assistant Professor of Pediatrics B.S. (Brown 1996); M.D. (Vanderbilt 2000) [2006]

MANUS J. DONAHUE, Assistant Professor of Radiology and Radiological Sciences; Assistant Professor of Psychiatry; Assistant Professor of Neurology B.A. (Duke 2003); Ph.D. (Johns Hopkins 2007) [2010]

PAULA DONAHUE, Research Assistant Professor of Physical Medicine and Rehabilitation D.P.T. (Northwestern 2002); M.B.A. (Johns Hopkins 2007) [2012]

RAFE M. DONAHUE, Adjunct Associate Professor of Biostatistics B.S. (Dayton 1987); Ph.D. (Colorado State 1992) [2008]

SEAN P. DONAHUE, Sam and Darthea Coleman Chair in Pediatric Ophthalmology; Professor of Ophthalmology and Visual Sciences; Professor of Pediatrics; Associate Professor of Neurology B.S. (Dayton 1984); Ph.D., M.D. (Emory 1988, 1989) [1995]

KATHLEEN DONAIS, Assistant in Surgery B.S.N., M.S.N. (Alabama, Birmingham 2004, 2005) [2011]

JINHUI DONG, Research Instructor in Biochemistry B.S. (Nanjing Medical [China] 1990); M.S. (Peking [China] 1999); Ph.D. (Vanderbilt 2005) [2013]

XINHONG DONG, Assistant Professor of Microbiology and Immunology at Meharry Medical College; Adjunct Assistant Professor of Medicine at Vanderbilt B.S. (Wuhan [China] 1992); Ph.D. (Chinese Academy of Sciences, Beijing 1997) [2006]

EDWIN F. DONNELLY, Associate Professor of Radiology and Radiological Sciences; Associate Professor of Biomedical Engineering B.S., M.D. (Cincinnati 1992, 1996); Ph.D. (Vanderbilt 2003) [2000]

JENNIFER M. DONNELLY, Assistant Clinical Professor of Pediatrics B.S., M.D. (Cincinnati 1992, 1996) [1999]

PETER D. DONOFRIO, Professor of Neurology B.S. (Notre Dame 1972); M.D. (Ohio State 1975) [2006]

TODD J. DORAN, Senior Associate in Urologic Surgery B.S. (Willamette 1989); B.C.H.S. (University of Washington 1997); M.S. (Oregon State 1997) [2004]

STACY L. DORRIS, Assistant Professor of Pediatrics B.A. (Columbia College 1997); M.D. (Vanderbilt 2007) [2012]

RICHARD D. DORTCH, Research Assistant Professor of Radiology and Radiological Sciences; Research Assistant Professor of Biomedical Engineering B.S. (Tennessee, Chattanooga 2002); M.S., Ph.D. (Vanderbilt 2005, 2009) [2012]

GLENN C. DOUGLAS Instructor in Clinical Medicine B.A. (South Florida 1991); M.D. (East Tennessee State 1998) [2007]

CHRISTINE K. DOVE, Assistant Professor of Radiology and Radiological Sciences B.A. (Bowdoin 1996); M.D. (Vanderbilt 2002) [2007]

DWAYNE DOVE, Assistant Professor of Clinical Pediatrics B.S. (Clemson 1988); Ph.D., M.D., M.P.H. (Vanderbilt 2005, 2007, 2013) [2013]

SHANA R. DOWELL, Assistant Professor of Clinical Obstetrics and Gynecology M.S. (Columbia 1998); B.A. (Georgetown 1998); M.D. (Rochester 2003) [2013]

JOHN E. DOWNING, Clinical Professor of Ophthalmology and Visual Sciences B.S. (Baylor 1959); M.D. (Louisville 1962) [1987]

JOHN W. DOWNING, Professor of Obstetrics and Gynecology; Professor of Anesthesiology M.B.B.Ch. (Witwatersrand [South Africa] 1961) [1989]

THOMAS P. DOYLE, Ann and Monroe Carell Jr. Family Chair in Pediatric Cardiology; Associate Professor of Pediatrics B.S., M.D. (Arizona 1983, 1987) [1994]

WONDER PURYEAR DRAKE, Associate Professor of Medicine; Associate Professor of Pathology, Microbiology, and Immunology B.S. (Alabama 1990); M.D. (Vanderbilt 1994) [2001]

DEBBIE J. DRAKE-DAVIS, Assistant in Medicine; Adjunct Instructor in Nursing B.S.N. (Western Kentucky 1995); M.B.A. (Lipscomb 2002); M.S.N., D.N.P. (Vanderbilt 2004, 2011) [2007]

SISTER MARY DIANA DREGER, Assistant Clinical Professor of Medicine B.S., M.A. (SUNY, Stony Brook 1981, 1987); M.D. (Vanderbilt 2001) [2011]

DAVIS C. DRINKWATER, JR., Clinical Professor of Cardiac Surgery at Monroe Carell Jr. Children's Hospital at Vanderbilt B.A. (Harvard 1969); M.D. (Vermont 1976); M.Sc. (McGill [Canada] 1980) [2006]

FRANKLIN J. DRUMMOND, Assistant Clinical Professor of Psychiatry B.S. (Emory 1988); M.D. (Medical University of South Carolina 1993); M.B.A. (INSEAD [France] 2006) [2009]

SUSAN B. DRUMMOND, Associate in Obstetrics and Gynecology B.S.N., M.S.N. (Vanderbilt 1988, 1989) [2005]

STEPHANY N. DUDA, Assistant Professor of Biomedical Informatics B.S.E. (Princeton 2002); M.S., Ph.D. (Vanderbilt 2005, 2011) [2011]

MARTHA SHAW DUDEK, Senior Associate in Obstetrics and Gynecology B.A. (Washington University 1993); M.S. (Cincinnati 1996) [2001]

LAURA L. DUGAN, Abram C. Shmerling, M.D. Chair in Alzheimer's and Geriatric Medicine; Professor of Clinical Medicine S.B. (Massachusetts Institute of Technology 1981); M.D. (Ohio State 1987) [2014]

DANIEL E. DULEK, Assistant Professor of Pediatrics B.S. (Notre Dame 2000); M.D. (Washington University 2004) [2011]

CAROLINE V. DULEY, Assistant in Medicine B.S. (Arizona 1997); M.S.N. (Vanderbilt 2000) [2003]

J. STEPHEN DUMMER, Professor of Medicine; Professor of Surgery B.A. (Wesleyan 1966); M.D. (Pittsburgh 1977) [1990]

JAMES A. DUNCAVAGE, Professor of Otolaryngology B.S. (SUNY, Buffalo 1971); M.D. (Wisconsin 1975) [1986]

MARY C. DUNDON, Clinical Professor of Pediatrics B.S. (William and Mary 1975); M.D. (Vanderbilt 1979) [1982]

G. DEWEY DUNN, Associate Professor of Medicine B.A. (Louisiana College 1956); M.D. (Louisiana State 1960) [1971]

JOHN R. DUNN, Assistant Clinical Professor of Health Policy B.S. (Louisiana State 1991); D.V.M., Ph.D. (Louisiana State, New Orleans 1997, 2003) [2005]

JULIA PASSYN DUNN, Adjoint Instructor in Medicine B.S. (Auburn 1998); M.D. (South Alabama 2002) [2008]

MELANIE A. DUNN, Clinical Instructor in Obstetrics and Gynecology B.S., M.D. (Texas A & M 1983, 1987) [1994]

WILLIAM D. DUPONT, Professor of Biostatistics; Professor of Health Policy B.Sc., M.Sc. (McGill [Canada] 1969, 1971); Ph.D. (Johns Hopkins 1977) [1977]

TONYA DURANT, Assistant in Psychiatry B.S. (Middle Tennessee State 1996); M.S. (Trevecca Nazarene 2006); M.S.N. (Vanderbilt 2010) [2013]

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RYSZARD DWORSKI, Assistant Professor of Medicine M.D., Ph.D. (Jagiellonian [Poland] 1980, 1983) [2005]

JAMIE P. DWYER, Associate Professor of Medicine Sc.B., M.D. (Brown 1996, 2000) [2008]

JENNIFER E. DYER, Lecturer in Health Policy B.A. (Samford 1999); M.T.S., Ph.D. (Vanderbilt 2001, 2007) [2011]

ELISABETH MAY DYKENS, Annette Schaefer Eskind Chair in the Vanderbilt Kennedy Center; Professor of Psychology and Human Development; Professor of Pediatrics; Professor of Psychiatry B.A. (Mount Holyoke 1979); M.A., Ph.D. (Kansas 1983, 1985) [2003]

KATHERINE A. DYKES, Assistant Professor of Clinical Obstetrics and Gynecology B.A. (Southwestern at Memphis 1981); M.D. (Tennessee, Memphis 1988) [2012]

ELIZABETH PONDER DYKSTRA, Associate Clinical Professor of Pediatrics B.A. (Mississippi 1993); M.D. (Medical College of Georgia 1998) [2001]

SUSAN S. EAGLE, Associate Professor of Anesthesiology B.S. (Georgia 1994); M.D. (Medical College of Georgia 1999) [2003]

L. JANE EASDOWN, Associate Professor of Anesthesiology B.S., M.D. (McGill [Canada] 1976, 1980) [1996]

SHANNON C. EASTHAM, Assistant Professor of Surgery B.A. (Virginia 1999); M.D. (Medical College of Virginia 2006) [2012]

ROLAND D. EAVEY, Guy M. Maness Chair in Otolaryngology; Professor of Otolaryngology; Professor of Hearing and Speech Sciences; Chair of the Department of Otolaryngology; Director Vanderbilt Bill Wilkerson Center B.S. (St. Joseph's [Sri Lanka] 1971); M.D. (Pennsylvania 1975); S.M. (Harvard 2004) [2009]

JON S. EBERT, Assistant Professor of Psychology; Assistant Professor of Clinical Psychiatry B.A. (Bethel University [Minnesota] 1995); M.A. (Trinity International 1998); Psy.D. (Wheaton 2003) [2008]

ABBY C. EBLEN, Clinical Instructor in Obstetrics and Gynecology B.S. (East Tennessee State 1988); M.D. (Tennessee, Memphis 1992) [2002]

CHARLES W. ECKSTEIN, Associate Clinical Professor of Urologic Surgery B.A. (Iowa 1972); M.D. (Vanderbilt 1976) [1981]

KATHERINE E. EDER, Instructor in Clinical Neurology B.A. (Washington University 2005); M.D. (Northwestern 2010) [2014]

STEPHEN B. EDGE, Adjunct Professor of Surgery B.A. (Tufts 1975); M.D. (Case Western Reserve 1979) [2013]

DALE SCOTT EDGERTON, Research Assistant Professor of Molecular Physiology and Biophysics B.Sc. (Boise State 1996); Ph.D. (Vanderbilt 2002) [2005]

CHARLES E. EDMISTON, JR., Adjunct Professor of Hearing and Speech Sciences B.A. (SUNY 1972); M.S. (Michigan State 1975); Ph.D. (Vanderbilt 1982) [2004]

HENRY D. EDWARDS, Assistant Professor of Pathology, Microbiology, and Immunology B.S. (Georgia Institute of Technology 1999); M.D. (Mercer 2007) [2013]

DAVID L. EDWARDS, Assistant Clinical Professor of Medicine B.S. (North Carolina State 1971); M.S., M.D. (North Carolina 1979, 1983) [1990]

JOE M. EDWARDS, Clinical Instructor in Obstetrics and Gynecology B.S. (Hendrix 1961); M.D. (Arkansas 1966) [1972]

KATHRYN M. EDWARDS, Sarah H. Sell and Cornelius Vanderbilt Chair; Professor of Pediatrics M.D. (Iowa 1973) [1980]

TODD L. EDWARDS, Assistant Professor of Medicine B.S. (Middle Tennessee State 2003); M.S., Ph.D. (Vanderbilt 2008, 2008) [2010]

WILLIAM H. EDWARDS, JR., Associate Clinical Professor of Surgery at St. Thomas Medical Center B.A., M.D. (Vanderbilt 1977, 1981) [1988]

WILLIAM H. EDWARDS, SR., Professor of Surgery, Emeritus B.A., M.D. (Vanderbilt 1949, 1953) [1960]

MARTIN EGLI, Professor of Biochemistry B.S., Ph.D. (ETH-Zurich 1984, 1988) [2000]

TONI O. EGOLUM, Assistant Professor of Clinical Pediatrics B.S., M.D. (Howard 2006, 2010) [2013]

KEHINDE AMEN EGUAKUN, Assistant in Medicine; Instructor in Clinical Nursing B.S. (Nigeria 1982); M.S. (Obafemi Awolowo, Ile-Ife [Nigeria] 1988); M.S.N. (North Carolina 1999) [2010]

JESSE M. EHRENFELD, Associate Professor of Anesthesiology; Associate Professor of Biomedical Informatics; Associate Professor of Surgery B.S. (Haverford 2000); M.D. (Chicago 2004); M.P.H. (Harvard 2009) [2010]

QUENTIN EICHBAUM, Associate Professor of Pathology, Microbiology, and Immunology; Associate Professor of Medical Education and Administration B.S., Ph.D. (Cape Town [South Africa] 1985, 1990); M.F.A. (Vermont College 1996); M.P.H. (Harvard 1999); Ph.D. (Massachusetts Institute of Technology 2001); M.D. (Harvard Medical 2001) [2010]

BRANDT F. EICHMAN, Associate Professor of Biological Sciences; Associate Professor of Biochemistry B.S. (Mississippi 1993); Ph.D. (Oregon State 2000) [2004]

STEPHANIE H. EIDSON, Assistant Professor of Clinical Pediatrics B.A. (Smith 1991); M.D. (Emory 1996) [2001]

TIMOTHY H. EIDSON, Associate Clinical Professor of Pediatrics B.S. (Bob Jones 1992); M.D. (Tennessee, Memphis 1996) [2000]

JOHN B. EIFLER, Instructor in Urologic Surgery B.S., B.S. (Kentucky, Lexington 2001, 2001); M.D. (Cornell 2007) [2013]

EUGENE CARLSON EILAND, Instructor in Emergency Medicine B.S. (Xavier [Louisiana] 2001); M.D. (Mississippi 2011) [2014]

CHRISTINE M. EISCHEN, Associate Professor of Pathology, Microbiology, and Immunology; Associate Professor of Cancer Biology B.S. (Creighton 1992); Ph.D. (Mayo Medical 1997) [2006]

ESTHER EISENBERG, Professor of Obstetrics and Gynecology B.A. (City College of New York 1973); M.D. (Yeshiva 1976); M.P.H. (Vanderbilt 2000) [1992]

WAEL EL-RIFAI, H. William Scott, Jr., Chair in Surgery; Professor of Surgery; Professor of Cancer Biology M.Sc., M.D. (Ain Shams [Egypt] 1986, 1992); Ph.D. (Helsinki [Finland] 1996) [2005]

MAIE EL-SOURADY, Assistant Professor of Medicine B.S. (Duke 2000); M.S., M.D. (North Carolina 2002, 2006) [2011]

ROY O. ELAM III, Associate Professor of Medicine B.A. (University of the South 1968); M.D. (Tennessee, Memphis 1971) [1976]

TOM A. ELASY, Ann and Roscoe R. Robinson Chair of Clinical Research at the Diabetes Center; Associate Professor of Medicine; Director of the Division of General Internal Medicine and Public Health B.A., M.D. (Maryland, Baltimore 1987, 1991); D.T.M.&H. (London School of Hygiene and Tropical Medicine 1994); M.P.H. (North Carolina 1998) [1998]

FLORENT ELEFTERIOU, Associate Professor of Medicine; Associate Professor of Pharmacology; Associate Professor of Cancer Biology M.S. (Burgundy [France] 1995); Ph.D. (Université Claude Bernard Lyon 1 [France] 1999) [2006]

BERTHA CHRISTINA ELIAS, Research Instructor in Medicine B.S., M.S., M.Phil., Ph.D. (Pune [India] 1983, 1985, 1987, 1995) [2010]

FERNANDO ELIJOVICH, Professor of Medicine B.A., B.S., M.D. (Buenos Aires [Argentina] 1960, 1960, 1967) [2012]

JAMES H. ELLIOTT, Professor of Ophthalmology and Visual Sciences, Emeritus B.A. (Phillips 1949); M.D. (Oklahoma 1952) [1965]

CHARLES D. ELLIS, Research Instructor in Medicine B.A. (Carson-Newman 1978); Ph.D. (North Carolina 1983) [2013]

DARREL L. ELLIS, Associate Professor of Medicine B.S. (Kansas State 1973); M.D. (Kansas 1976) [1984]

RANDALL ELLIS, Adjunct Assistant Professor of Emergency Medicine B.A. (Missouri, Kansas City 1985); M.D. (Vanderbilt 1989); M.P.H. (Johns Hopkins 2010) [2011]

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SHELLEY E. ELLIS, Instructor in Clinical Medicine B.A. (Vanderbilt 1992); M.D. (Texas, Dallas 1996); M.P.H. (Vanderbilt 2001) [2002]

WENDY DREW ELLIS, Assistant Professor of Radiology and Radiological Sciences B.A. (Florida State 2001); M.D. (Vanderbilt 2006) [2012]

EUGENE WESLEY ELY, Professor of Medicine B.S., M.P.H., M.D. (Tulane 1985, 1989, 1989) [1998]

BRIAN R. EMERSON, Assistant Professor of Clinical Anesthesiology B.A. (Notre Dame 1999); M.D. (Vanderbilt 2003) [2013]

EDWIN B. EMERSON, Assistant Professor of Clinical Otolaryngology B.S. (Tennessee, Martin 1977); M.D. (Tennessee, Memphis 1981) [2004]

RONALD B. EMESON, Joel G. Hardman Chair in Pharmacology; Professor of Pharmacology; Professor of Psychiatry; Professor of Molecular Physiology and Biophysics B.A. (Johns Hopkins 1980); Ph.D. (Colorado 1986) [1991]

BARBARA ENGELHARDT, Associate Professor of Pediatrics M.D. (Ruprecht-Karls-Universit t [Germany] 1976) [1986]

DARREN W. ENGERS, Research Instructor in Pharmacology B.S. (Delaware 1998); Ph.D. (Texas 2006) [2012]

DANIEL W. ENROTH, Associate in Orthopaedic Surgery and Rehabilitation B.S.N. (Louisiana, Monroe 2001); M.S.N. (Alabama, Huntsville 2005) [2011]

STEPHEN S. ENTMAN, Professor of Obstetrics and Gynecology, Emeritus A.B. (Harvard 1964); M.D. (Duke 1968) [1980]

MEIRA EPPLEIN, Assistant Professor of Medicine B.A. (North Carolina 1994); M.A., M.S., Ph.D. (University of Washington 1997, 2005, 2007) [2009]

RICHARD A. EPSTEIN, JR., Associate Professor of Psychiatry B.A. (Bates 1995); M.A., Ph.D. (Chicago 1998, 2005); M.P.H. (Vanderbilt 2011) [2008]

KEVIN ERREGER, Research Instructor in Molecular Physiology and Biophysics B.S. (SUNY, Buffalo 1998); Ph.D. (Emory 2004) [2009]

WARREN D. ERVIN, Associate Clinical Professor of Pediatrics B.S., M.S. (Stanford 1975, 1975); M.D. (Duke 1980) [2003]

ADAM JOHN ESBENSHADE, Assistant Professor of Pediatrics B.A. (Vanderbilt 1999); M.D. (Tennessee, Memphis 2004) [2010]

JENNIFER CANNON ESBENSHADE, Assistant Clinical Professor of Pediatrics B.S. (Brown 2000); M.D. (Vanderbilt 2005) [2009]

JEFFREY B. ESKIND, Assistant Clinical Professor of Medicine A.B. (Harvard 1976); M.D. (Tulane 1980) [1985]

STEVEN J. ESKIND, Assistant Professor of Surgery A.B. (Washington University 1973); M.D. (Tulane 1977) [1983]

FERDINAND S. ESPELETA, Clinical Instructor in Pediatrics B.S., M.D. (Santo Tomas [Phillipines] 1987, 1991) [2009]

JENNIFER ESS, Assistant Professor of Pediatric Medicine at Meharry Medical College; Assistant Clinical Professor of Pediatrics at Vanderbilt B.A. (Pittsburgh 1981); B.S.N. (Creighton 1983); M.S. (Kansas 1989); M.D. (Colorado 1999) [2006]

KEVIN C. ESS, Associate Professor of Pediatrics; Assistant Professor of Cell and Developmental Biology; Director, Division of Pediatric Neurology B.M., Ph.D., M.D. (Cincinnati 1989, 1996, 1998) [2006]

CRISTINA MARIA ESTRADA, Associate Professor of Pediatrics; Associate Professor of Emergency Medicine B.S., M.D. (Florida 1998, 2001) [2007]

JUAN C. ESTRADA, Assistant Professor of Medicine M.D. (Universidad Nacional Aut noma de Honduras 1995); M.P.H. (North Florida 2004) [2011]

AMY HURST EVANS, Assistant Clinical Professor of Pediatrics B.S. (Duke 1983); M.D. (North Carolina 1989) [1999]

BETHANY L. EVANS, Assistant in Surgery B.A. (Middle Tennessee State 2003); M.S.N. (Vanderbilt 2006) [2011]

EMILY ROSE EVANS, Assistant in Emergency Medicine B.S. (Delaware 2005); M.S.N. (Vanderbilt 2008) [2010]

JOHN H. EXTON, Professor of Molecular Physiology and Biophysics; Professor of Pharmacology B.Med.Sc., M.B.Ch.B (New Zealand 1955, 1958); Ph.D., M.D. (Otago [New Zealand] 1963, 1984) [1964]

SWATHI EYYUNNI, Assistant Professor of Clinical Pediatrics B.S. (Wake Forest 2003); D.O. (Touro [California] 2008) [2014]

MEREDITH A. EZELL, Assistant Clinical Professor of Ophthalmology and Visual Sciences B.S. (Lipscomb 1978); M.D. (Tennessee, Memphis 1982) [1986]

OLUWOLE FADARE, Associate Professor of Pathology, Microbiology, and Immunology; Associate Professor of Obstetrics and Gynecology B.S., A.S. (University of the District of Columbia 1995, 1996); M.D. (Howard 2000) [2009]

JOHN M. FAHRENHOLZ, Assistant Professor of Medicine B.A. (Miami [Ohio] 1992); M.D. (Ohio State 1997) [2006]

JOSEPH FAIZ, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Tennessee 2002); D.D.S. (Tennessee, Memphis 2006) [2012]

WIAAM FALOUJI, Assistant Professor of Clinical Neurology M.B.B.S. (Dow Medical [Pakistan] 1981) [2011]

JOHN Y. FANG, Assistant Professor of Neurology B.S. (Pennsylvania State 1989); M.D. (Thomas Jefferson 1991) [1998]

JOSEPH BURTON FANNING, Assistant Professor of Medicine B.A. (Birmingham-Southern 1993); M.T.S. (Princeton Theological Seminary 2001); Ph.D. (Vanderbilt 2008) [2009]

MELISSA A. FARROW, Research Instructor in Pathology, Microbiology, and Immunology B.A. (Regis College 1999); Ph.D. (Massachusetts, Boston 2005) [2013]

CHERYL ANN FASSLER, Assistant Clinical Professor of Medicine B.S. (Notre Dame 1979); M.D. (Ohio State 1982) [1987]

MARQUETTA L. FAULKNER, Interim Chair and Professor of Internal Medicine at Meharry Medical College; Assistant Clinical Professor of Medicine at Vanderbilt B.S. (Texas Southern 1977); M.D. (Meharry Medical 1981) [1993]

LARRY MCNEILL FAUST, Associate Clinical Professor of Pediatrics B.A. (Tennessee 1969); M.D. (Tennessee, Memphis 1973) [2005]

MOHAMMAD FAROOQ FAZILI, Associate Professor of Clinical Pediatrics M.B.B.S. (Nishtar Medical [Pakistan] 1984) [2003]

SERGIO FAZIO, Cornelius Vanderbilt Chair; Professor of Medicine; Professor of Pathology, Microbiology, and Immunology M.D. (Rome [Italy] 1983); Ph.D. (Siena [Italy] 1989) [1993]

CHARLES F. FEDERSPIEL, Professor of Preventive Medicine (Biostatistics), Emeritus B.A., M.A. (Michigan 1950, 1952); Ph.D. (North Carolina State 1959) [1959]

JAMES W. FELCH, Associate Professor of Clinical Ophthalmology and Visual Sciences B.S. (Delaware 1968); Ph.D., M.D. (Vanderbilt 1973, 1977) [2007]

QIPING FENG, Research Instructor in Medicine Ph.D. (Peking Union Medical [China] 2006) [2012]

GERALD M. FENICHEL, Professor of Neurology, Emeritus B.A. (Johns Hopkins 1955); M.D. (Yale 1959) [1969]

LINDY FENLASON, Assistant Professor of Pediatrics B.A. (Taylor 2001); M.D. (Indiana, Indianapolis 2005); M.P.H. (Johns Hopkins 2012) [2012]

IGOR A. FEOKTISTOV, Associate Professor of Medicine; Associate Professor of Pharmacology Ph.D., C.Sc. (Tomsk Medical Institute [Russia] 1986, 1990) [1992]

ELIZABETH FERLUGA, Assistant Professor of Neurology B.S. (Washington State 2003); M.D. (Iowa 2009) [2011]

ROBINSON M. FERRE, Assistant Professor of Emergency Medicine B.S. (Utah 1999); M.D. (Medical College of Wisconsin 2003) [2010]

CLAUDE L. FERRELL III, Adjunct Assistant Professor of Anesthesiology B.A. (Tennessee 1985); M.D. (Tennessee, Memphis 1989) [1996]

NICHOLAS FERRELL, Research Instructor in Medicine B.S., Ph.D. (Ohio State 2003, 2008) [2012]

MICHAEL J. FERRI, Assistant Clinical Professor of Psychiatry B.A. (Thomas Aquinas [California] 2000); M.D. (Queens, Belfast [U.K.] 2006) [2012]

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STEPHEN W. FESIK, Orrin H. Ingram II Chair in Cancer Research; Professor of Biochemistry; Professor of Chemistry; Professor of Pharmacology B.A. (College of the Holy Cross 1975); Ph.D. (Connecticut 1981) [2009]

JOSHUA P. FESSEL, Assistant Professor of Medicine; Assistant Professor of Pharmacology B.S. (Evansville 1999); M.D., Ph.D. (Vanderbilt 2000, 2003) [2013]

JAMES F. FIECHTL, Assistant Professor of Emergency Medicine; Assistant Professor of Orthopaedic Surgery and Rehabilitation B.S. (Missouri, Rolla 1996); M.D. (Tennessee, Memphis 2001) [2006]

ELLIOT M. FIELSTEIN, Assistant Professor of Psychiatry B.A. (SUNY, Buffalo 1976); Ph.D. (Vermont 1984) [1998]

ESTUARDO FIGUEROA, Assistant Clinical Professor of Pediatrics M.D. (Universidad de San Carlos de Guatemala 1993) [2009]

CANDICE DENISE FIKE, Professor of Pediatrics B.A. (Rice 1975); M.D. (Colorado, Colorado Springs 1979) [2005]

FARIYAL F. FIKREE, Adjunct Associate Professor of Health Policy M.D. (Shiraz [Iran] 1980); Dr.P.H. (Johns Hopkins 1993) [2011]

EMMA FINAN, Assistant in Psychiatry B.S. (College of Saint Francis 2001); M.M.F.T. (Trevecca Nazarene 2006) [2011]

JO-DAVID FINE, Professor of Medicine; Professor of Pediatrics B.S. (Yale 1972); M.D. (Kentucky, Lexington 1976); M.P.H. (North Carolina 1992) [2004]

BARBARA MARY FINGLETON, Assistant Professor of Cancer Biology B.Sc., Ph.D. (Dublin City [Ireland] 1992, 1996) [2001]

FREDERICK L. FINKE, Clinical Instructor in Obstetrics and Gynecology B.A., M.D. (Ohio State 1967, 1970) [1978]

YORAM FINKELSTEIN, Adjunct Professor of Pediatrics M.D. (Palermo [Italy] 1974); Ph.D. (Hebrew University of Jerusalem [Israel] 1994) [2008]

A. J. REID FINLAYSON, Associate Professor of Clinical Psychiatry M.D. (Western Ontario [Canada] 1969) [2001]

MARY SUE FINO-SZUMSKI, Assistant Professor of Hearing and Speech Sciences B.S. (Marywood 1986); M.S., Ph.D. (Vanderbilt 1987, 1997) [1997]

JEAN-TERESE FISCHER, Assistant Professor of Clinical Anesthesiology B.S. (Saint Edward's 1977); M.D. (Texas 1981) [2000]

FRANK A. FISH, Professor of Pediatrics; Associate Professor of Medicine A.B. (Wabash 1978); M.D. (Indiana, Bloomington 1983) [1990]

P. TOBI FISHEL, Associate Professor of Clinical Psychiatry; Associate Professor of Clinical Pediatrics B.A. (SUNY, Binghamton 1984); Ph.D. (Miami 1990) [2001]

JACK FISHER, Associate Clinical Professor of Plastic Surgery; Adjunct Associate Professor of Nursing B.S. (Illinois, Champaign 1969); M.D. (Emory 1973) [1987]

JACK C. FISHER, Assistant Professor of Clinical Oral and Maxillofacial Surgery A.S., D.M.D. (Louisville 1973, 1979) [2008]

CHRISTINA TAULIEN FISKE, Assistant Professor of Medicine B.S. (Pennsylvania State 1999); M.D. (Loyola 2003) [2009]

RACHEL B. FISSELL, Assistant Professor of Medicine B.A. (Yale 1991); M.S., M.D. (Maryland, Baltimore 1996, 1996) [2012]

WILLIAM H. FISSELL IV, Associate Professor of Medicine; Associate Professor of Biomedical Engineering S.B. (Massachusetts Institute of Technology 1992); M.D. (Case Western Reserve 1998) [2012]

ROBERT WARNE FITCH, Assistant Professor of Emergency Medicine; Assistant Professor of Orthopaedic Surgery and Rehabilitation B.S., M.D. (Wake Forest 1997, 2001) [2006]

J. MICHAEL FITZPATRICK, Professor of Neurological Surgery, Emeritus; Professor of Computer Science, Emeritus; Professor of Computer Engineering, Emeritus; Professor of Electrical Engineering, Emeritus; Professor of Radiology and Radiological Sciences, Emeritus; Research Professor of Computer Science B.S. (North Carolina 1967); Ph.D. (Florida State 1972); M.S. (North Carolina 1982) [1982]

JERI EILEEN FITZPATRICK, Assistant Clinical Professor of Psychiatry B.S. (Tennessee 1981); M.D. (East Tennessee State 1986) [2007]

JENNIFER M. FITZSIMMONS, Assistant in Medicine B.E., M.N. (Vanderbilt 2007, 2010) [2013]

ENGLISH C. FLACK Assistant Professor of Clinical Pediatrics B.S. (Wofford 2000); M.S., M.D. (Medical University of South Carolina 2002, 2007) [2014]

SHERYL BRYNNE FLEISCH, Assistant Professor of Psychiatry B.S., M.D. (Vanderbilt 2004, 2008) [2013]

ARTHUR C. FLEISCHER, Cornelius Vanderbilt Chair; Professor of Radiology and Radiological Sciences; Professor of Obstetrics and Gynecology B.S. (Emory 1973); M.D. (Medical College of Georgia 1976) [1980]

MARA FLEISCHER, Assistant Professor of Clinical Psychiatry B.A. (Bates 2004); Psy.D. (PGSP-Stanford Psy.D. Consortium 2012) [2014]

AMY E. FLEMING, Associate Professor of Pediatrics B.A., M.D. (Virginia 1993, 1997) [2007]

GEOFFREY M. FLEMING, Associate Professor of Pediatrics; Assistant Professor of Anesthesiology B.S. (Florida 1993); M.D. (Virginia 1997) [2007]

PHILIP E. FLEMING, Assistant Clinical Professor of Plastic Surgery B.A. (Vanderbilt 1974); M.D. (Alabama, Birmingham 1979) [1987]

KEVIN DALE FLEMMONS, Assistant Professor of Medicine B.S. (Texas Tech University 1997); M.D. (Texas, Galveston 2001) [2012]

LISA NICOLE FLEMMONS, Assistant in Medicine B.S.N. (Tennessee Technological 2004); M.S.N. (Vanderbilt 2008) [2009]

MEGHAN S. FLEMMONS, Assistant Professor of Pediatrics; Assistant Professor of Clinical Ophthalmology and Visual Sciences B.A. (Texas Tech University 1977); M.D. (Texas, Galveston 2003) [2013]

ERICA M. FLETCHER ROBINSON, Instructor in Clinical Obstetrics and Gynecology B.S., B.S. (Georgia 2005, 2005); M.D. (Emory 2009) [2013]

MARK D. FLORA, Assistant Clinical Professor of Urologic Surgery B.S. (Purdue 1981); M.D. (Indiana, Indianapolis 1985) [1991]

CHARLES ROBERT FLYNN, Assistant Professor of Surgery B.S. (Montana State 1995); Ph.D. (Arizona State 2001) [2008]

AGNES B. FOGO, John L. Shapiro Chair in Pathology; Professor of Pathology, Microbiology, and Immunology; Professor of Medicine; Professor of Pediatrics B.A. (Tennessee, Chattanooga 1976); M.D. (Vanderbilt 1981) [1987]

ANNA L. FONG, Assistant in Anesthesiology B.S. (California, San Diego 1994); M.S.N. (Vanderbilt 1998) [2010]

PETE P. FONG, Assistant Professor of Medicine B.S., M.D. (Vanderbilt 1994, 1998) [2007]

CHRISTOPHER J. FONNESBECK, Assistant Professor of Biostatistics B.S., M.S. (British Columbia [Canada] 1996, 1998); M.S., Ph.D. (Georgia 2002, 2003) [2010]

RICARDO B. FONSECA, Assistant Professor of Radiology and Radiological Sciences M.D. (Sao Paulo [Brazil] 1993) [2003]

RACHEL C. FORBES, Assistant Professor of Surgery B.S., M.D. (Vanderbilt 2001, 2005); M.B.A. (Ohio State 2013) [2013]

JILL A. FORBESS, Clinical Professor of Pediatrics B.S. (Oglethorpe 1984); M.D. (Medical College of Georgia 1991) [1994]

THOMAS L. FORCE, Professor of Clinical Medicine A.B. (Harvard 1973); M.D. (Harvard Medical 1978) [2014]

LAURIE B. FORD, Assistant in Surgery M.S.N. (Vanderbilt 2008) [2010]

NICOLAS P. FORGET, Assistant Professor of Emergency Medicine B.Sc. (McGill [Canada] 1997); M.D. (Maryland, Baltimore 2004) [2010]

MARY C. FORRESTER, Assistant in Surgery B.S. (Lipscomb 1996); M.S.N. (Vanderbilt 2003) [2011]

KYLE FORTMAN, Assistant in Medicine B.S. (Benedictine [Illinois] 1995); M.P.A. (Nebraska 2006) [2011]

HENRY W. FOSTER, Clinical Professor of Obstetrics and Gynecology B.S. (Morehouse 1954); M.D. (Arkansas, Little Rock 1958) [1977]

JOHN RANDOLPH FOSTER, Instructor in Clinical Anesthesiology B.A. (Clemson 1997); M.D. (Medical University of South Carolina 2005) [2014]

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JAY H. FOWKE, Associate Professor of Medicine; Associate Professor of Urologic Surgery B.A. (Clark 1987); M.S. (Michigan 1990); M.P.H. (SUNY, Albany 1994); Ph.D. (Massachusetts, Boston 2000) [2001]

DANIEL T. FOWLER, Associate Professor of Clinical Radiology and Radiological Sciences B.S. (Tennessee 1967); M.D. (Tennessee, Memphis 1970) [2009]

LESLIE C. FOWLER, Assistant in Anesthesiology B.A. (Clemson 1997); M.Ed. (Southern Wesleyan 2006) [2014]

MICHAEL J. FOWLER, Assistant Professor of Medicine B.A., M.D. (East Tennessee State 1994, 1998) [2003]

SHARRON H. FRANCIS, Adjunct Professor of Molecular Physiology and Biophysics B.S. (Western Kentucky 1965); Ph.D. (Vanderbilt 1970) [1975]

HAYDAR ADIB FRANGOUL, Carolyn Perot Rathjen Chair B.S., M.S., M.D. (American University of Beirut [Lebanon] 1984, 1986, 1990) [1999]

BEVERLY A. FRANK, Associate Clinical Professor of Pediatrics B.S.N., M.D. (Pittsburgh 1980, 1992) [1997]

ANDREW DAVID FRANKLIN, Assistant Professor of Anesthesiology B.S. (University of Georgia Center for Continuing Education 2001); M.D. (Medical College of Georgia 2005) [2010]

JEFFREY FRANKLIN, Research Assistant Professor of Cell and Developmental Biology B.A. (Haverford 1984); Ph.D. (Vanderbilt 1992) [1992]

JERRY M. FRANKLIN, Assistant Professor of Clinical Medicine B.S. (Tennessee, Martin 1973); M.D. (Tennessee, Memphis 1977) [2012]

LLOYD D. FRANKLIN, Clinical Professor of Pediatrics B.S. (Birmingham-Southern 1976); M.D. (Alabama, Birmingham 1980) [2007]

JOHN J. FRANKS, Professor of Anesthesiology, Emeritus B.A., M.D. (Colorado 1951, 1954) [1986]

JOSEPH L. FREDI, Assistant Professor of Medicine A.B. (Rutgers, Newark 1976); M.D. (Tennessee, Memphis 1983) [2007]

BRET D. FREEDMAN, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.A. (Michigan 2003); D.M.D. (Medical College of Georgia 2008) [2011]

BRADLEY W. FREEMAN, Assistant Professor of Clinical Psychiatry B.S. (Florida 1996); M.D. (South Florida 2003) [2009]

LEE ANN FREEMAN, Clinical Professor of Pediatrics B.A. (Tennessee 1977); M.D. (Tennessee, Memphis 1982) [1986]

MICHAEL L. FREEMAN, Professor of Radiation Oncology; Professor of Radiology and Radiological Sciences; Professor of Cancer Biology B.S., Ph.D. (Colorado State 1974, 1978) [1983]

PHYLLIS FREEMAN, Visiting Associate Professor of Pharmacology B.S. (Fisk 1986); Ph.D. (Meharry Medical 1993) [2013]

FRANK R. FREEMON, Professor of Neurology, Emeritus B.S., M.D. (Florida 1962, 1965) [1972]

MATTHEW S. FREIBERG, Associate Professor of Clinical Medicine B.S. (University of Washington 1991); M.D. (Oregon Health and Science 1995); M.Sc. (Boston University 2004) [2014]

APARNA FRENCHMAN Assistant Professor of Clinical Medicine B.S. (Michigan 1998); M.D. (Memphis 2004) [2012]

DANIEL L. FRIEDMAN, Assistant Clinical Professor of Psychiatry B.A., Ph.D., M.D. (Case Western Reserve 1958, 1965, 1965) [1993]

DAVID B. FRIEDMAN, Adjunct Research Associate Professor of Biochemistry B.S. (California, Irvine 1987); Ph.D. (University of Washington 1993) [2001]

DEBRA L. FRIEDMAN, E. Bronson Ingram Chair in Pediatric Oncology; Associate Professor of Pediatrics; Director of Pediatric Hematology/Oncology B.A. (CUNY, Queens College 1975); M.S. (Pace 1981); M.D. (Robert Wood Johnson Medical, New Brunswick 1991); M.S. (Pennsylvania 1997) [2008]

G. CHRISTIAN FRIESINGER III, Assistant Professor of Clinical Medicine B.S. (Davidson 1979); M.D. (Tennessee, Memphis 1984) [2006]

K. FRANCES FRIGON, Clinical Instructor in Pediatrics M.D. (Tennessee, Memphis 1977); J.D. (Georgetown 1992) [2012]

MARK E. FRISSE, Accenture Chair in the Vanderbilt Center for Better Health; Professor of Biomedical Informatics B.S. (Notre Dame 1974); M.D. (Washington University 1978); M.S. (Stanford 1987); M.B.A. (Washington University 1997) [2004]

MICHAEL T. FROEHLER, Assistant Professor of Neurology; Assistant Professor of Neurological Surgery; Assistant Professor of Radiology and Radiological Sciences B.S. (Cornell 1996); M.S., Ph.D., M.D. (Rochester 2002, 2004, 2004) [2013]

WALTER R. FRONTERA, Professor of Physical Medicine and Rehabilitation; Chair of the Department of Physical Medicine and Rehabilitation B.S., M.D. (Puerto Rico, San Juan 1975, 1979); Ph.D. (Boston University 1986) [2012]

D. CATHERINE FUCHS, Professor of Psychiatry; Professor of Pediatrics B.A., M.D. (Vanderbilt 1978, 1982) [1987]

HOWARD A. FUCHS, Associate Professor of Medicine B.S. (Colorado School of Mines 1977); M.D. (Vanderbilt 1981) [1986]

MELISSA E. FULLER, Assistant Clinical Professor of Pediatrics B.S. (Texas A & M 2002); M.D. (Texas, Houston 2006) [2009]

WILLIAM R. FURMAN, Vice Chair for Clinical Affairs Department of Anesthesiology; Executive Medical Director of Perioperative Services VUMC B.S. (Michigan State 1972); M.D. (Cornell 1976) [2009]

JENNIFER GADDY, Research Instructor in Medicine B.S. (Indiana University East 2003); Ph.D. (Miami [Ohio] 2010) [2013]

F. ANDREW GAFFNEY, Professor of Medicine B.A. (California, Berkeley 1968); M.D. (New Mexico 1972) [1992]

DAVID GAILANI, Professor of Pathology, Microbiology, and Immunology; Professor of Medicine B.A. (Cornell 1980); M.D. (Illinois, College of Medicine, Chicago 1984) [1995]

JAMES V. GAINER III, Assistant Professor of Medicine B.S. (Virginia 1986); M.D. (West Virginia 1990) [1996]

LAWRENCE S. GAINES, Associate Professor of Psychiatry; Associate Professor of Medicine B.A. (City College of New York 1965); M.A., Ph.D. (Maryland 1969, 1972) [1987]

SHANNA D. GAITHER, Assistant in Medicine B.S. (Middle Tennessee State 1996); M.S. (Mississippi State 1999); M.S.N. (Vanderbilt 2004) [2009]

CRISTI L. GALINDO, Research Assistant Professor of Medicine B.S. (Texas, Arlington 2000); Ph.D. (Texas, Galveston 2005); M.B.A. (Texas, Brownsville 2009) [2014]

MARTIN J. GALLAGHER, Associate Professor of Neurology B.S. (Notre Dame 1989); Ph.D., M.D. (Washington University 1997, 1997) [2002]

AURELIO GALLI, Professor of Molecular Physiology and Biophysics; Professor of Psychiatry Ph.D. (State University of Milan [Italy] 1998) [2002]

ROBERT L. GALLOWAY, JR., Professor of Biomedical Engineering; Professor of Neurological Surgery; Professor of Surgery B.S.E. (Duke 1977); M.E. (Virginia 1979); Ph.D. (Duke 1983) [1988]

ALFREDO GAMBOA, Research Assistant Professor of Medicine B.S., M.D. (Universidad Peruana 'Cayetano Heredia' [Peru] 1998, 1999); M.Sc. (Vanderbilt 2008) [2005]

AMY DINESH GANDHI, Clinical Instructor in Pediatrics B.S. (Emory 2001); M.D. (Alabama, Birmingham 2005) [2009]

MAALOBEEKA GANGOPADHYAY, Assistant Professor of Clinical Psychiatry B.A., M.D. (West Virginia 2001, 2005) [2012]

MAUREEN ANNE GANNON, Associate Professor of Medicine; Associate Professor of Molecular Physiology and Biophysics; Associate Professor of Cell and Developmental Biology B.S. (Molloy 1985); M.S. (Adelphi 1988); Ph.D. (Cornell 1995) [2001]

RYAN GANT, Assistant in Medicine B.S.N., M.S.N. (Alabama, Huntsville 2009, 2013) [2014]

JUDY GARBER, Professor of Psychology and Human Development; Professor of Psychiatry; Professor of Psychology B.A. (SUNY, Buffalo 1973); Ph.D. (Minnesota 1987) [1985]

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MARIA GARBER, Clinical Instructor in Ophthalmology and Visual Sciences M.D. (Rizskiy Medicinskiy Institut [Latvia] 1967) [1998]

WILMARIE GARCIA, Clinical Instructor in Pediatrics B.S. (Northeastern Illinois 2000); M.D. (Illinois, College of Medicine, Chicago 2008) [2012]

JACQUELYN GARNER, Assistant in Anesthesiology B.S.N. (Southern Adventist 2002); M.S.N. (Emory 2008) [2014]

C. LOUIS GARRARD, Assistant Professor of Surgery B.S., M.D. (Vanderbilt 1986, 1990) [2010]

JOAN GARRETT, Research Instructor in Medicine B.A., Ph.D. (Ohio State 2002, 2007) [2013]

LATAMARA Q. GARRETT, Assistant in Pediatrics B.S. (Texas, Houston 2003); M.S. (Arizona State 2013) [2014]

ETOI A. GARRISON, Assistant Professor of Obstetrics and Gynecology B.A. (Chicago 1991); Ph.D., M.D. (Tulane 1997, 1997) [2006]

NANIBAA' A. GARRISON, Assistant Professor of Pediatrics B.S. (Arizona 2003); Ph.D. (Stanford 2010) [2013]

WILLIAM G. GATES, Assistant Clinical Professor of Ophthalmology and Visual Sciences B.S. (Louisiana, Monroe 1985); M.D. (Louisiana State, New Orleans 1989) [1993]

SILVANA GAUDIERI, Visiting Associate Professor of Medicine B.S., Ph.D. (Western Australia 1990, 1996) [2013]

JACQUELINE N. GAUTHIER, Assistant in Pediatrics B.S. (Michigan 2006); M.S. (Wayne State 2008) [2012]

JAMES C. GAY, Associate Professor of Pediatrics B.S. (Davidson 1974); M.D. (Emory 1978) [1985]

VOLNEY P. GAY, Professor of Religious Studies; Professor of Psychiatry B.A. (Reed 1970); M.A., Ph.D. (Chicago 1973, 1976) [1979]

TEBEB GEBRETSADIK, Senior Associate in Biostatistics B.S. (San Francisco State 1988); M.P.H. (California, Berkeley 1993) [2003]

SUNIL K. GEEVARGHESE, Assistant Professor of Surgery; Director, Vanderbilt Transplant Center Clinical Trials Office B.A. (Tennessee 1986); M.D., M.S.C.I. (Vanderbilt 1994, 2006) [2005]

TIMOTHY M. GEIGER, Assistant Professor of Surgery B.S., M.D. (Missouri 1999, 2004) [2010]

ALEXANDER H. GELBARD, Instructor in Otolaryngology B.S. (Stanford 2000); M.D. (Tulane 2006) [2013]

LAN LIN GELLERT, Assistant Professor of Pathology, Microbiology, and Immunology M.D. (Peking Union Medical [China] 1999); Ph.D. (Johns Hopkins 2005) [2012]

LING GENG, Research Associate Professor of Pathology, Microbiology, and Immunology M.D. (Suzhou Medical [China] 1983) [1998]

NAN GENTRY, Instructor in Clinical Obstetrics and Gynecology B.S. (Kentucky, Lexington 2003); M.S.N. (Vanderbilt 2006) [2012]

ALFRED L. GEORGE, JR., Grant W. Liddle Chair; Professor of Medicine; Professor of Pharmacology; Director, Division of Genetic Medicine B.A. (Wooster 1978); M.D. (Rochester 1982) [1992]

SABINA B. GESELL, Adjunct Assistant Professor of Pediatrics B.A. (Vassar 1993); M.A., Ph.D. (Notre Dame 1997, 1999) [2008]

LESLIE STUART GEWIN, Assistant Professor of Medicine; Assistant Professor of Cell and Developmental Biology B.A. (Princeton 1997); M.D. (Alabama, Birmingham 2002) [2009]

JAYME C. GIBSON, Assistant in Anesthesiology B.S. (Murray State 2002); M.S.N. (Vanderbilt 2007) [2010]

KATHERINE A. GIFFORD, Research Assistant Professor of Neurology B.A. (Skidmore 2002); M.S., Psy.D. (Florida Institute of Technology 2007, 2010) [2013]

RENE H. GIFFORD, Associate Professor of Hearing and Speech Sciences; Associate Professor of Otolaryngology; Director of Pediatric Audiology and Director of Cochlear Implant Program B.S. (Arizona State 1995); M.S. (Vanderbilt 1997); Ph.D. (Arizona State 2003) [2011]

JOSEPH GIGANTE, Associate Professor of Pediatrics B.A. (CUNY, Brooklyn College 1984); M.D. (SUNY, Stony Brook 1988) [2001]

FELISA L. GILBERT, Assistant Clinical Professor of Pediatrics B.S. (Vanderbilt 1993); M.D. (Tennessee, Memphis 1997) [2007]

JILL GILBERT, Associate Professor of Medicine M.D. (Alabama, Birmingham 1990); B.S. (North Carolina 1994) [2006]

MARIA C. GILLAM-KRAKAUER, Assistant Professor of Pediatrics B.S. (William and Mary 1998); DEA (Bordeaux I [France] 2000); M.D. (Eastern Virginia 2004) [2011]

LYNETTE A. GILLIS, Assistant Professor of Pediatrics B.A. (Bucknell 1992); M.D. (Pennsylvania State 1996) [2004]

MARY KATHERINE GINGRASS, Assistant Clinical Professor of Plastic Surgery B.S. (Boston College 1985); M.D. (Medical College of Wisconsin 1989) [2000]

TIMOTHY D. GIRARD, Assistant Professor of Medicine B.A. (Baylor 1996); M.D. (Texas, Southwestern Medical 2000); M.S.C.I. (Vanderbilt 2007) [2007]

DARIO A. GIUSE, Associate Professor of Biomedical Informatics Ph.D., M.S. (Carnegie Mellon 1979, 1993) [1994]

NUNZIA B. GIUSE, Assistant Vice-Chancellor for Knowledge Management; Professor of Biomedical Informatics; Professor of Medicine; Director Eskind Biomedical Library M.D. (Brescia [Italy] 1985); M.L.S. (Pittsburgh 1992) [1994]

FRANCES P. GLASCOE, Adjunct Professor of Pediatrics B.S. (Georgia State 1976); M.S., Ed.S. (Peabody 1978, 1979); Ph.D. (Vanderbilt 1986) [1983]

MICHAEL E. GLASSCOCK III, Adjunct Professor of Otolaryngology B.S. (Tennessee Technological 1955); M.D. (Tennessee, Memphis 1958) [1978]

SUZANNE A. GLOVER, Clinical Instructor in Pediatrics B.A. (Rhodes College 2002); M.D. (Tennessee, Memphis 2007) [2012]

A. JOEL GLUCK, Assistant Professor of Clinical Oral and Maxillofacial Surgery B.A. (Washington University 1977); D.D.S. (Tennessee, Memphis 1981); M.S. (Michigan 1983) [2009]

JOSEFINA DEE GO, Assistant Professor of Clinical Pediatrics B.S., M.D. (Santo Tomas [Phillipines] 1988, 1988) [2009]

WALTER G. GOBBEL, Professor of Surgery, Emeritus B.S., M.D. (Duke 1944, 1944) [1959]

TRACEY L. GODDARD, Assistant in Radiology and Radiological Sciences B.S.N. (Austin Peay State 1991); M.S.N. (Alabama, Huntsville 2008) [2009]

JAMES C. GODFREY III, Assistant Clinical Professor of Pediatrics B.S. (Tennessee, Martin 1997); M.D. (Tennessee, Memphis 2001) [2004]

JUSTIN ANDREW GODOWN, Instructor in Pediatrics B.S.Ch.E. (Clarkson 2003); M.D. (Rochester 2008) [2014]

LISA A. GOEHRING, Instructor in Clinical Obstetrics and Gynecology B.S. (Texas Woman's 1990); M.S.N. (Vanderbilt 2007) [2009]

STEVEN R. GOERTZ, Assistant Professor of Radiation Oncology B.S. (Davidson 1980); M.D. (Medical College of Virginia 1985) [2001]

LAURA ANN WILLIAMS GOFF, Assistant Professor of Medicine B.S. (Duke 1997); M.D. (Texas, San Antonio 2001) [2007]

MARGARET M. GOIDEL, Assistant in Anesthesiology B.S.N. (Medical College of Georgia 1995); M.S.N. (Vanderbilt 2011) [2011]

MEREDITH GOLDEN, Assistant in Anesthesiology B.A. (Wesleyan [Georgia] 2004) [2012]

JAMES R. GOLDENRING, Paul W. Sanger Chair in Experimental Surgery; Professor of Surgery; Professor of Cell and Developmental Biology A.B. (Harvard 1980); Ph.D., M.D. (Yale 1984, 1986) [2002]

MARK S. GOLDFARB, Assistant Clinical Professor of Medicine B.S. (Michigan State 1975); M.D. (George Washington 1979) [1989]

FRED GOLDNER, JR., Clinical Professor of Medicine, Emeritus B.A., M.D. (Vanderbilt 1945, 1948) [1954]

THOMAS A. GOLPER, Professor of Medicine B.A. (Northwestern 1969); M.D. (Indiana, Bloomington 1973) [1999]

MARIA GOLSON, Instructor in Medicine B.S. (Duke 2000); Ph.D. (Pennsylvania 2008) [2014]

ADRIANA L. GONZALEZ, Assistant Clinical Professor of Pathology, Microbiology, and Immunology B.S., M.D. (Louisiana State 1990, 1994) [2000]

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RAUL GONZALEZ, Instructor in Pathology, Microbiology, and Immunology B.A. (Emory 2004); M.D. (Medical College of Georgia 2008) [2014]

STACEY A. GOODMAN, Professor of Medicine; Director Special Fellowship Program for Marrow Transplant M.D. (New York 1987) [1993]

DAVID LEE GORDEN, Professor of Surgery; Professor of Cancer Biology A.B. (Brown 1985); M.D. (Vanderbilt 1990) [2001]

JOAN DEWITT GORDEN, Assistant Professor of Clinical Medicine B.A., M.D. (Minnesota 1990, 1998) [2010]

JEFFREY S. GORDON, Clinical Instructor in Pediatrics B.A., M.S. (Vanderbilt 1967, 1970); M.D. (Tulane 1972) [2012]

SHARON M. GORDON, Assistant Clinical Professor of Psychiatry B.A. (Albion 1974); M.A. (Western Michigan 1985); Ph.D. (Antioch New England Graduate School 1993) [1995]

JAMES E. GORE, Instructor in Clinical Medicine B.S., M.D. (Kentucky, Lexington 1995, 1999) [2007]

JOHN C. GORE, University Professor of Radiology and Radiological Sciences; Hertha Ramsey Cress Chair in Medicine; Professor of Physics and Astronomy; Professor of Biomedical Engineering; Professor of Molecular Physiology and Biophysics; Director, Institute for Imaging Science B.Sc. (Manchester [U.K.] 1972); Ph.D. (London [U.K.] 1976); B.A. (Ealing College [U.K.] 1983) [2002]

KATHERINE GOTHAM, Assistant Professor of Psychiatry B.A., Ph.D. (Michigan 2000, 2010) [2013]

GERALD S. GOTTERER, Professor of Medical Education and Administration, Emeritus A.B. (Harvard 1955); M.D. (Chicago 1958); Ph.D. (Johns Hopkins 1964) [1986]

STEVEN L. GOUDY, Associate Professor of Otolaryngology B.S. (Centre 1992); M.D. (Louisville 1994) [2005]

KATHLEEN L. GOULD, Louise B. McGavock Chair; Professor of Cell and Developmental Biology A.B. (California, Berkeley 1981); Ph.D. (California, San Diego 1987) [1991]

PARUL MANI GOYAL, Assistant Professor of Medicine M.B.B.S. (Government Medical, Chandigarh [India] 2000) [2009]

CAITLIN M. GRABARITS, Associate in Obstetrics and Gynecology B.A. (Illinois Wesleyan 2012) [2014]

ALAN L. GRABER, Clinical Professor of Medicine A.B. (Princeton 1957); M.D. (Washington University 1961) [1968]

THOMAS P. GRAHAM, JR., Professor of Pediatrics, Emeritus B.A., M.D. (Duke 1959, 1963) [1971]

TODD R. GRAHAM, Professor of Biological Sciences; Professor of Cell and Developmental Biology B.S. (Maryville 1984); Ph.D. (Saint Louis 1988) [1992]

ANTONIO M. GRANDA, Assistant Clinical Professor of Medicine B.A. (Delaware 1968); M.D. (Thomas Jefferson 1974) [2000]

DARYL K. GRANNER, Professor of Molecular Physiology and Biophysics, Emeritus B.A., M.S., M.D. (Iowa 1958, 1962, 1962) [1984]

D. WESLEY GRANTHAM, Professor of Hearing and Speech Sciences, Emeritus B.A. (Oberlin 1967); Ph.D. (Indiana, Bloomington 1975) [1980]

ANA M. GRAU, Associate Professor of Surgery M.D. (Pontificia Universidad Cat lica de Chile 1990) [2007]

AMY J. GRAVES, Assistant in Urologic Surgery B.A. (University of the South 2002); M.P.H. (Tulane 2004); M.A. (Harvard 2013) [2013]

CORNELIA R. GRAVES, Clinical Professor of Obstetrics and Gynecology B.A. (Baylor 1983); M.D. (Arkansas, Little Rock 1987) [2008]

JOHN A. GRAVES, Assistant Professor of Health Policy; Assistant Professor of Medicine B.A. (University of the South 2003) [2011]

CYNTHIA A. GREEN, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Austin Peay State 1998); D.D.S. (Meharry School of Dentistry 2003) [2007]

JAMES D. GREEN, Assistant Professor of Radiology and Radiological Sciences B.A. (Michigan 1970); M.D. (Illinois, Chicago 1977) [2006]

JENNIFER KISER GREEN, Assistant Professor of Medicine; Assistant Professor of Pediatrics B.S. (Elon 1999); M.D. (North Carolina 2003) [2007]

NEIL E. GREEN, Professor of Orthopaedic Surgery and Rehabilitation; Associate Professor of Pediatrics B.A. (Franklin and Marshall 1962); M.D. (Albany Medical 1968) [1976]

ROSLYN J. GREEN, Assistant in Surgery B.A., M.S.N. (Vanderbilt 2011, 2013) [2013]

SHARON FETTERMAN GREEN, Assistant Professor of Clinical Medicine B.A. (Stanford 1990); M.D. (South Alabama 2001) [2013]

BRAD A. GREENBAUM, Associate Clinical Professor of Pediatrics B.A. (Texas, Galveston 1991); M.D. (Tennessee, Memphis 1995) [1998]

RALPH M. GREENBAUM, Clinical Professor of Pediatrics M.D. (Tennessee, Memphis 1962) [1970]

JOHN W. GREENE, Professor Emeritus of Pediatrics; Adjunct Professor of Nursing A.B. (West Georgia 1966); M.D. (Medical College of Georgia 1970) [1977]

JOHN P. GREER, Professor of Medicine; Professor of Pediatrics B.A., M.D. (Vanderbilt 1972, 1976) [1984]

ROBERT ALAN GREEVY, JR., Associate Professor of Biostatistics B.A. (Hampshire 1997); M.A., Ph.D. (Pennsylvania 2002, 2004) [2004]

WILLIAM M. GREGG, Assistant Professor of Biomedical Informatics; Assistant Professor of Medicine B.E.E. (Georgia Institute of Technology 1991); M.D. (Miami 1997); M.S., M.P.H. (Vanderbilt 2004, 2005) [2002]

ANDREW J. M. GREGORY, Associate Professor of Orthopaedic Surgery and Rehabilitation; Associate Professor of Neurological Surgery; Associate Professor of Pediatrics B.S. (Indiana, Bloomington 1993); M.D. (Alabama, Birmingham 1997) [2001]

DAVID W. GREGORY, Associate Professor of Medicine, Emeritus B.A., M.D. (Vanderbilt 1963, 1967) [1973]

CAROL A. GRIFFIN, Instructor in Clinical Obstetrics and Gynecology B.A. (Bard [New York] 1996); A.S.N. (Columbia State Community 1998); M.S.N. (Vanderbilt 2001) [2012]

JOHN J. GRIFFIN, Assistant Clinical Professor of Psychiatry B.A. (Saint Louis University 1965); M.D. (Notre Dame 1969) [1976]

MARIE R. GRIFFIN, Professor of Health Policy; Professor of Medicine A.B. (Immaculata 1972); M.D. (Georgetown 1976); M.P.H. (Johns Hopkins 1982) [1986]

DEREK MACGREGOR GRIFFITH, Associate Professor of Medicine, Health and Society; Associate Professor of Medicine; Associate Professor of Sociology B.A. (Maryland 1993); M.A., Ph.D. (DePaul 1998, 2002) [2012]

CARLOS G. GRIJALVA, Assistant Professor of Health Policy B.S., M.D. (Universidad Nacional San Luis Gonzaga de Ica [Peru] 2001, 2001); M.P.H. (Vanderbilt 2006) [2006]

BARBARA J. GRIMM, Assistant in Medicine; Adjunct Instructor in Nursing B.A. (Transylvania 1974); M.A. (Eastern Kentucky 1978); B.S.N. (Waynesburg 1991); M.S.N. (Belmont 1995) [1999]

BARRY S. GRIMM, Assistant Professor of Clinical Obstetrics and Gynecology D.O. ( 2010) [2014]

WILLIAM A. GRISSOM, Assistant Professor of Biomedical Engineering; Assistant Professor of Radiology and Radiological Sciences; Assistant Professor of Electrical Engineering B.S.E., M.S.E., M.S.E., Ph.D. (Michigan 2004, 2006, 2007, 2008) [2011]

PATRICK J. GROHAR, Assistant Professor of Pediatrics; Assistant Professor of Pharmacology; Assistant Professor of Cancer Biology B.S. (Villanova 1995); Ph.D., M.D. (Wayne State 2001, 2003) [2012]

MARY A. GROVE, Assistant in Medicine B.S. (D'Youville 1983); M.S.N. (SUNY, Stony Brook 1989) [2010]

MARNI L. GROVES, Assistant in Medicine B.S.N., M.S.N. (Tennessee 2001, 2002) [2009]

PETER H. GRUBB, Associate Professor of Clinical Pediatrics B.S. (Texas A & M 1987); M.D. (Uniformed Services 1992) [2005]

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CARRIE A. GRUETER, Research Assistant Professor of Anesthesiology B.S. (Montevallo 1999); Ph.D. (Vanderbilt 2006) [2012]

MICHELLE S. GRUNDY, Director, Vanderbilt Summer Science Academy; Assistant Director, Graduate Programs in Biomedical Sciences; Assistant Director, Medical Scientist Training Program B.S., Ph.D. (Vanderbilt 1993, 2000) [2002]

EWA F. GRZESZCZAK, Assistant Professor of Radiology and Radiological Sciences M.D. (Wroclaw Medical [Poland] 1984) [2000]

GUOQIANG GU, Associate Professor of Cell and Developmental Biology B.S. (Jilin [China] 1988); M.S. (Chinese Academy of Sciences 1991); Ph.D. (Columbia 1998) [2002]

F. PETER GUENGERICH, Tadashi Inagami, Ph.D. Chair in Biochemistry; Professor of Biochemistry B.S. (Illinois, Chicago 1970); Ph.D. (Vanderbilt 1973) [1975]

OSCAR D. GUILLAMONDEGUI, Associate Professor of Surgery; Associate Professor of Neurological Surgery; Associate Professor of Hearing and Speech Sciences B.A. (Dallas 1989); M.D. (Texas, Galveston 1993); M.P.H. (Vanderbilt 2010) [2003]

RICHARD JOSEPH GUMINA, Assistant Professor of Medicine; Assistant Professor of Pharmacology B.S. (California, Davis 1988); Ph.D., M.D. (Medical College of Wisconsin 1996, 1997) [2013]

SUBHADRA C. GUNAWARDANA, Research Assistant Professor of Molecular Physiology and Biophysics D.V.M. (Peradeniya [Sri Lanka] 1990); M.S. (Iowa State 1995); Ph.D. (Cornell 2001) [2007]

MARGARET A. GUNNING, Assistant Clinical Professor of Pediatrics M.B.B.S. (West Indies [Jamaica] 1991) [2010]

OLIVER L. GUNTER, Assistant Professor of Surgery B.S. (Georgia 1996); M.D. (Medical College of Georgia 2000) [2009]

XINGYI GUO, Research Assistant Professor of Medicine B.S. (Anhui Agriculture [China] 2003); Ph.D. (Zhejiang [China] 2008) [2013]

YAN GUO, Assistant Professor of Cancer Biology B.S., M.E. (Minnesota 2003, 2006); Ph.D. (South Carolina 2009) [2011]

DEEPAK K. GUPTA, Instructor in Medicine B.S. (Emory 2001); M.D. (Ohio State 2005) [2013]

RAJNISH KUMAR GUPTA, Assistant Professor of Anesthesiology B.A., M.D. (Vanderbilt 1998, 2002) [2006]

EUGENIA V. GUREVICH, Associate Professor of Pharmacology M.S., B.S., Ph.D. (Moscow State [Russia] 1980, 1980, 1985) [2001]

VSEVOLOD V. GUREVICH, Professor of Pharmacology M.S., B.S. (Moscow State [Russia] 1980, 1980); Ph.D. (Shemyakin Institute [Russia] 1990) [2001]

LARRY D. GURLEY, Clinical Instructor in Obstetrics and Gynecology B.A. (Vanderbilt 1970); M.D. (Tennessee, Memphis 1977) [1983]

SCOTT OSBORN GUTHRIE, Assistant Professor of Clinical Pediatrics B.A. (Lipscomb 1995); M.D. (East Tennessee State 1999) [2005]

MICHELLE LYN GUTMANN, Assistant Professor of Clinical Hearing and Speech Sciences B.Sc. (Toronto [Canada] 1985); M.S. (Emerson 1988); Ph.D. (Arizona 2009) [2009]

ADAM GUTTENTAG, Assistant Professor of Clinical Radiology and Radiological Sciences [2014]

SUSAN H GUTTENTAG, Julia Carell Stadler Chair in Pediatrics; Professor of Clinical Pediatrics B.A. (Pennsylvania 1981); M.D. (Medical College of Pennsylvania 1985) [2014]

RODNEY KIPLIN GUY, Adjunct Professor of Biochemistry B.A. (Reed 1990); Ph.D. (Scripps Research Institute 1996) [2006]

RAUL J. GUZMAN, Adjunct Associate Professor of Surgery Sc.B. (Brown 1982); M.D. (Johns Hopkins 1986) [1997]

HARRY E. GWIRTSMAN, Associate Professor of Psychiatry B.A. (Yale 1972); M.D. (Columbia 1976) [1995]

DAVID W. HAAS, Professor of Medicine; Professor of Pathology, Microbiology, and Immunology; Professor of Pharmacology A.B. (Indiana, Bloomington 1979); M.D. (Vanderbilt 1983) [1990]

KEVIN F. HAAS, Assistant Professor of Neurology B.S. (Duke 1991); Ph.D., M.D. (Michigan 1998, 1999) [2004]

VOLKER H. HAASE, Krick-Brooks Chair in Nephrology; Associate Professor of Medicine; Associate Professor of Molecular Physiology and Biophysics; Associate Professor of Cancer Biology M.D. (Johann Wolfgang Goethe [Germany] 1990) [2008]

RALF C. HABERMANN, Assistant Professor of Medicine M.D. (Freie Universitat Berlin [Germany] 1989) [1996]

SARA HABIBIAN, Clinical Instructor in Obstetrics and Gynecology B.S. (Virginia 1995); M.D. (Vanderbilt 2002) [2007]

ANN HACKETT, Assistant in Medicine B.A., B.S. (Vanderbilt 2007, 2008) [2013]

TROY A. HACKETT, Associate Professor of Hearing and Speech Sciences B.A., M.A. (Indiana, Bloomington 1987, 1989); Ph.D. (Vanderbilt 1996) [2000]

ELIAS V. HADDAD, Assistant Professor of Medicine B.S. (Tennessee 1998); M.D. (Tennessee, Memphis 2002) [2011]

MARIA HADJIFRANGISKOU, Assistant Professor of Pathology, Microbiology, and Immunology B.S. (Clarion 2000); Ph.D. (Texas, Houston 2007) [2012]

MERSIHA HADZIAHMETOVIC, Assistant Professor of Radiation Oncology B.S., M.D. (Ohio State 2002, 2007) [2012]

KEVIN F. HAGAN, Associate Professor of Plastic Surgery B.A., M.D. (Johns Hopkins 1971, 1974) [1982]

NICHOLAS A. HAGLUND, Instructor in Medicine B.A., B.S. (Minnesota, Duluth 2000, 2000); M.D. (St. Georges U. 2005) [2014]

MAUREEN K. HAHN, Research Assistant Professor of Pharmacology B.A. (Pennsylvania 1987); M.S. (Pittsburgh 1993); Ph.D. (Wayne State 1999) [2002]

RAYMOND M. HAKIM, Professor of Clinical Medicine M.S. (Rensselaer Polytechnic Institute 1965); Ph.D. (Massachusetts Institute of Technology 1968); M.D. (McGill [Canada] 1976) [1987]

DOUGLAS A. HALE, Associate Professor of Surgery B.S. (Saint Bonaventure 1980); M.D. (Georgetown 1984) [2009]

SUE T. HALE, Associate Professor of Hearing and Speech Sciences B.A., M.C.D. (Mississippi 1972, 1975) [2000]

CONNIE ALLEN HALEY, Assistant Clinical Professor of Medicine B.A. (Virginia 1990); M.D., M.P.H. (Vanderbilt 1995, 2002) [2001]

SPENCER A. HALEY, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Tennessee, Martin 1991); D.D.S. (Tennessee, Memphis 1995) [2003]

APRYL HALL, Assistant Clinical Professor of Pediatrics B.S. (Tennessee Technological 1999); M.D. (East Tennessee State 2005) [2010]

DAVID E. HALL, Professor of Clinical Pediatrics B.A. (Missouri, Saint Louis 1972); M.D. (Chicago 1981) [2013]

JOHN DAVID HALL, Assistant Professor of Clinical Anesthesiology B.S. (Texas 1999); M.D. (McGill [Canada] 2004) [2009]

STEPHEN HALLIDAY, Instructor in Medicine B.S. (Davidson 2007); M.D. (Texas, San Antonio 2011) [2014]

LINDA R. HALPERIN, Assistant Professor of Physical Medicine and Rehabilitation B.S. (Duke 1977); M.D. (Tennessee, Memphis 1981) [2000]

SUSAN A. HALTER, Associate Professor of Pathology, Emerita B.A. (Miami [Ohio] 1967); M.S. (Syracuse 1971); M.D. (Queen's [Canada] 1973) [1977]

AMY-JOAN LORNA HAM, Adjunct Research Associate Professor of Biochemistry B.S., M.S., Ph.D. (Arizona 1988, 1991, 1995) [2003]

DONNA M. HAMACHER, Clinical Instructor in Pediatrics B.A. (Saint Louis 2005); M.D. (Saint Louis University 2009) [2012]

TARA N. HAMADA, Associate Clinical Professor of Pediatrics B.S. (Tennessee, Memphis 1991); M.D. (Tennessee, Memphis 1995) [2005]

KIRSTEN L. HAMAN, Assistant Professor of Clinical Psychiatry B.S. (Florida 1988); M.A., Ph.D. (Vanderbilt 1993, 2000) [2001]

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ASHRAF HOSNI HAMDAN, Associate Clinical Professor of Pediatrics M.B.B.Ch., M.Sc. (Alexandria [Egypt] 1984, 1989); M.D. (Liverpool U.K.] 1999) [2004]

KATHERINE STOKES HAMILTON, Assistant Clinical Professor of Pathology, Microbiology, and Immunology B.S., M.D. (Vanderbilt 1991, 1996) [2005]

RALPH F. HAMILTON, Clinical Instructor in Ophthalmology and Visual Sciences B.S. (Florida State 1974); M.D. (Tennessee, Memphis 1976) [1999]

HEIDI E. HAMM, Aileen M. Lange and Annie Mary Lyle Chair in Cardiovascular Research; Professor of Pharmacology; Professor of Orthopaedic Surgery and Rehabilitation; Professor of Ophthalmology and Visual Sciences B.A. (Atlantic Union 1973); Ph.D. (Texas 1980) [2000]

JIN HO HAN, Associate Professor of Emergency Medicine B.A. (New York 1993); M.D. (SUNY, Downstate Medical Center 1999); M.S. (Cincinnati 2007) [2005]

KENNETH R. HANDE, Professor of Medicine; Professor of Pharmacology A.B. (Princeton 1968); M.D. (Johns Hopkins 1972) [1978]

THOMAS E. HANES, Assistant Clinical Professor of Pathology, Microbiology, and Immunology B.A., M.D. (Vanderbilt 1968, 1972) [1979]

STEVEN K. HANKS, Professor of Cell and Developmental Biology, Emeritus B.S. (Utah 1977); Ph.D. (Texas, Houston 1982) [1990]

STEPHEN R. HANN, Professor of Cell and Developmental Biology A.B. (California, Berkeley 1974); Ph.D. (California, Riverside 1981) [1986]

GENE A. HANNAH, Assistant Professor of Orthopaedic Surgery and Rehabilitation B.S. (Auburn 1984); M.D. (Alabama, Birmingham 1988) [2002]

VICKIE L. HANNIG, Associate in Pediatrics B.A. (Pennsylvania 1976); M.S. (Sarah Lawrence 1981) [1987]

DAVID E. HANSEN, Associate Professor of Medicine B.A. (Amherst 1976); M.D. (Cornell 1980) [1987]

KATHERINE L. HANSON, Associate Professor of Clinical Medicine B.S. (Cornell 1986); M.D. (Vanderbilt 1990) [1999]

FRANK JOSEPH HARAF, JR., Associate Clinical Professor of Pediatrics B.S. (Emory 1993); M.D. (East Tennessee State 1997) [2000]

DOUGLAS P. HARDIN, Professor Mathematics; Professor of Biomedical Informatics B.E.E. (Georgia Institute of Technology 1980); M.E.E. (Stanford 1982); Ph.D. (Georgia Institute of Technology 1985) [1986]

JOEL G. HARDMAN, Professor of Pharmacology, Emeritus B.Pharm., M.S. (Georgia 1954, 1959); Ph.D. (Emory 1964) [1964]

NORMAN CHANDLER HARDMAN, JR., Assistant Professor of Clinical Medicine B.S. (Georgia Institute of Technology 1981); M.D. (Medical College of Georgia 1985) [1993]

DONNALITA B. HARMON, Assistant in Medicine B.S. (Tennessee State 1999); M.S.N. (Vanderbilt 2005) [2008]

JOEL M. HARP, Research Assistant Professor of Biochemistry B.A., M.S. (West Texas A & M 1973, 1975); Ph.D. (Tennessee 2000) [2003]

FRANK E. HARRELL, Professor of Biostatistics; Chair of the Department of Biostatistics B.S. (Alabama, Huntsville 1973); Ph.D. (North Carolina 1979) [2003]

ELIZABETH U. HARRELSON, Assistant Professor of Clinical Pediatrics B.S. (Augusta State 1999); M.D. (Medical College of Georgia 2003) [2009]

PAUL A. HARRIS, Associate Professor of Biomedical Informatics; Research Associate Professor of Biomedical Engineering B.S. (Tennessee Technological 1987); M.S., Ph.D. (Vanderbilt 1993, 1996) [1999]

RAYMOND C. HARRIS, JR., Ann and Roscoe R. Robinson Chair in Nephrology; Professor of Medicine; Professor of Molecular Physiology and Biophysics; Director, Division of Nephrology B.S. (Yale 1974); M.D. (Emory 1978) [1986]

THOMAS R. HARRIS, Professor of Medicine, Emeritus; Orrin Henry Ingram Distinguished Professor of Engineering, Emeritus; Professor of Biomedical Engineering, Emeritus; Professor of Chemical Engineering, Emeritus B.S., M.S. (Texas A & M 1958, 1962); Ph.D. (Tulane 1964); M.D. (Vanderbilt 1974) [1964]

VICKI S. HARRIS, Assistant Clinical Professor of Psychology and Human Development; Assistant Clinical Professor of Psychiatry B.S. (SUNY, Cortland 1984); M.S., Ph.D. (Pennsylvania State 1987, 1991) [1993]

DAVID G. HARRISON, Betty and Jack Bailey Chair in Cardiology; Professor of Medicine; Professor of Molecular Physiology and Biophysics; Professor of Pharmacology; Director Division of Clinical Pharmacology B.S. (Oklahoma State 1970); M.D. (Oklahoma 1974) [2011]

FIONA E. HARRISON, Assistant Professor of Medicine B.Sc., Ph.D. (Cardiff [U.K.] 2000, 2004) [2008]

JEREMY B. HARRISON, Assistant Clinical Professor of Pediatrics B.S. (Freed-Hardeman 1990); M.D. (East Tennessee State 1996) [2007]

WALTER HARRISON, Clinical Instructor in Pediatrics B.S. (Dartmouth 1966); M.D. (Hahnemann Medical 1970) [2008]

TINA V. HARTERT, Associate Dean for Physician-Researcher Training; Professor of Medicine; Lulu H. Owen Chair in Medicine; Director, Center for Asthma and Environmental Sciences Research A.B. (Brown 1985); M.D., M.P.H. (Vanderbilt 1990, 1998) [1998]

EVA M. HARTH, Associate Professor of Chemistry; Associate Professor of Chemical and Biomolecular Engineering; Associate Professor of Pharmacology B.A. (Rheinische Friedrich-Wilhelms-Universit t [Germany] 1990); B.S., M.S. (Zurich [Switzerland] 1994, 1994); Ph.D. (Johannes-Gutenberg [Germany] 1998) [2004]

KATHERINE ADAIR HARTLEY, Assistant Professor of Radiology and Radiological Sciences B.A. (William and Mary 1999); M.D. (Tennessee, Memphis 2003) [2010]

KATHERINE E. HARTMANN, Associate Dean for Clinical and Translational Scientist Development; Lucius E. Burch Chair of Reproductive Physiology and Family Planning; Professor of Obstetrics and Gynecology; Professor of Medicine; Deputy Director for the Institute of Medicine and Public Health; Adjunct Professor of Obstetrics and Gynecology at Meharry Medical College B.A., M.A., M.D. (Johns Hopkins 1986, 1986, 1992); Ph.D. (North Carolina 1999) [2006]

LARA F. BRATCHER HARVEY, Instructor in Clinical Obstetrics and Gynecology B.A. (South Carolina 2004); M.P.H., M.D. (Vanderbilt 2010, 2010) [2014]

MICHAEL HARVEY, Research Assistant Professor of Neurological Surgery B.S. (Temple 1992); Ph.D. (CUNY, Hunter College 2000) [2014]

SARA M. HARVEY, Assistant Professor of Radiology and Radiological Sciences B.S. (Tennessee 1999); M.D. (Tennessee, Memphis 2004) [2009]

STEPHEN T. HARVEY, Assistant Professor of Anesthesiology B.S. (Milligan 1997) [2009]

LEAH H. HARWELL, Assistant in Anesthesiology B.S.N. (Alabama, Birmingham 2008); M.S.N. (Alabama, Huntsville 2012) [2014]

WILLIAM B. HARWELL, JR., Assistant Clinical Professor of Medicine B.A. (University of the South 1968); M.D. (Tennessee, Memphis 1971) [1976]

DANA J. HASELTON, Assistant Clinical Professor of Pediatrics B.S.E., M.S.E. (Michigan 1983, 1984); M.S., Ph.D., M.D. (University of Washington 1990, 1995, 1995) [2001]

FREDERICK R. HASELTON, Professor of Biomedical Engineering; Professor of Ophthalmology and Visual Sciences B.A. (Haverford 1969); Ph.D. (Pennsylvania 1981) [1989]

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JOHN H. HASH, Professor of Microbiology and Immunology, Emeritus B.S. (Roanoke 1949); M.S., Ph.D. (Virginia Polytechnic Institute 1955, 1957) [1964]

MOHAMMED H. HASSANEIN, Research Assistant Professor of Medicine M.S. (Delaware State 1995); Ph.D. (Ain Shams [Egypt] 1995); Ph.D. (Delaware State 2007) [2012]

ALYSSA H. HASTY, Associate Professor of Molecular Physiology and Biophysics B.S. (Tennessee Technological 1994); Ph.D. (Vanderbilt 1998) [2002]

HELEN E. HATFIELD, Associate in Psychiatry B.S.N. (Michigan State 1976); M.S.N. (Vanderbilt 2002) [2003]

JACOB WALTER HATHAWAY, Assistant Professor of Medicine B.A. (Carleton College 1996); M.D., M.P.H. (Vanderbilt 2005, 2010) [2010]

ANTONIS K. HATZOPOULOS, Associate Professor of Medicine; Associate Professor of Cell and Developmental Biology B.S. (Aristotelion [Greece] 1981); Ph.D. (Northwestern 1986) [2005]

CHARLES HOWARD HAUSMAN, Assistant Professor of Clinical Hearing and Speech Sciences B.S. (Cincinnati 1972); M.S. (Vanderbilt 1974) [2008]

JACEK J. HAWIGER, Distinguished Professor of Medicine; Louise B. McGavock Chair; Professor of Molecular Physiology and Biophysics M.D. (Copernicus School of Medicine [Poland] 1962); Ph.D. (National Institute of Public Health [Poland] 1967); M.A. (hon., Harvard 1987); M.D. (hon., Copernicus School of Medicine [Poland] 1992) [1990]

ANNE B. HAWKINS, Assistant Clinical Professor of Pediatrics B.A. (Virginia 1987); M.D. (Tennessee, Memphis 1992) [1997]

DEBORAH K HAWKINS, Assistant in Medicine B.A. (Texas 1996); B.S.N. (Arizona 2005); M.S.N. (Vanderbilt 2010) [2010]

MELINDA J HAWS, Assistant Clinical Professor of Plastic Surgery B.A. (Indiana State 1991); M.D. (Southern Illinois, Springfield 1991) [2009]

BENJAMIN B. HAYES, Assistant Clinical Professor of Medicine B.A. (Davidson 1994); Ph.D. (Medical College of Virginia 1999); M.D. (Boston University 2003) [2007]

MEGHAN HAYES, Assistant in Medicine B.A. (Swarthmore 1993); M.S.N. (Vanderbilt 2012) [2013]

P. LYNN HAYES, Associate Professor of Hearing and Speech Sciences B.A. (Lenoir-Rhyne 1980); M.S. (Wisconsin, Milwaukee 1985); Ed.D. (Pittsburgh 1991) [2007]

DAVID S. HAYNES, Professor of Otolaryngology; Professor of Neurological Surgery; Associate Professor of Hearing and Speech Sciences B.A. (Tennessee 1983); M.D. (Tennessee, Memphis 1987) [1994]

STEPHEN ROBERT HAYS, Director, Pediatric Pain Services B.S., M.S. (Yale 1987, 1987); M.D. (Johns Hopkins 1991) [1999]

SIMON WILLIAM HAYWARD, Professor of Urologic Surgery; Professor of Cancer Biology B.Sc., M.Sc., Ph.D. (London [U.K.] 1981, 1984, 1991) [2001]

MARY FRAN HAZINSKI, Professor of Nursing; Assistant in Pediatrics B.S.N. (Vanderbilt 1974); M.S.N. (Saint Louis 1975) [1990]

DAVID R. HEAD, Professor of Pathology, Microbiology, and Immunology B.A. (Rice 1964); M.D. (Texas, Dallas 1968) [2000]

JOHN HEAPHY, Instructor in Otolaryngology B.S. (Michigan 2003); M.D. (Case Western Reserve 2009) [2014]

BENJAMIN S. HEAVRIN, Adjunct Assistant Professor of Emergency Medicine B.A. (Princeton 1998); M.B.A., M.D. (Vanderbilt 2004, 2004) [2008]

JILL E. LAWTON HEAVRIN, Clinical Instructor in Emergency Medicine B.S. (Vanderbilt 2002); M.D. (Miami 2006) [2009]

JOSH M. HECK, Instructor in Radiology and Radiological Sciences B.A., M.D. (Vanderbilt 2005, 2009) [2014]

STEPHAN HECKERS, William P. and Henry B. Test Chair in Schizophrenia Research; Professor of Psychiatry; Professor of Psychology; Professor of Radiology and Radiological Sciences; Chair of the Department of Psychiatry M.D. (Cologne [Germany] 1988); M.Sc. (Harvard 2000) [2006]

PETER HEDERA, Associate Professor of Neurology M.D. (Univerzita Komensk ho [Slovakia] 1987) [2002]

WILLIAM JOHN HEERMAN, Instructor in Pediatrics; Instructor in Medicine B.A. (Carleton College 2004); M.D. (Vanderbilt 2008) [2012]

JACQUES HEIBIG, Associate Professor of Clinical Medicine B.S. (Amiens [France] 1967); M.D. (Paris University Medical [France] 1972) [1998]

MARK G. HEIDEL, Instructor in Clinical Medicine B.S. ( 2003); M.D. (Meharry Medical 2009) [2014]

PAUL J. HEIL, Clinical Professor of Pediatrics B.S. (Stanford 1984); M.D. (Vanderbilt 1988) [1992]

DOUGLAS C. HEIMBURGER, Professor of Medicine B.S. (Harding 1973); M.D. (Vanderbilt 1978); M.S. (Alabama 1987) [2009]

ELIZABETH HEITMAN, Associate Professor of Medicine; Associate Professor of Anesthesiology B.A., Ph.D. (Rice 1979, 1988) [2003]

J. HAROLD HELDERMAN, Professor of Medicine; Professor of Pathology, Microbiology, and Immunology B.A. (Rochester 1967); M.D. (SUNY, Downstate Medical Center 1971) [1989]

RICHARD M. HELLER, JR., Professor of Radiology and Radiological Sciences, Emeritus; Professor of Pediatrics B.A. (Carleton College 1959); M.D. (Northwestern 1963) [1975]

CARL G. HELLERQVIST, Professor of Biochemistry, Emeritus M.S., Ph.D. (Stockholm [Sweden] 1967, 1968) [1974]

SUSAN M. HELLERVIK, Assistant in Medicine; Adjunct Instructor in Nursing B.S.N. (California State 1988); M.S.N. (Vanderbilt 2009) [2009]

ANNA R. HEMNES, Assistant Professor of Medicine B.A. (Columbia 1995); M.D. (Johns Hopkins 1999) [2008]

LYNNETTE M. HENDERSON, UCEDD Associate Director of Community Services, Vanderbilt Kennedy Center; Research Assistant Professor of Pediatrics B.S. (Freed-Hardeman 1981); M.Ed. (Belmont 1992); Ph.D. (Vanderbilt 2000) [2003]

ALEXANDRA WARREN HENDRICKS, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Western Kentucky 1996); D.M.D. (Tufts 2000) [2004]

MEGHAN HENDRICKSON Instructor in Clinical Obstetrics and Gynecology B.S.N. (Wyoming 2002); M.S.N. (Vanderbilt 2002) [2012]

JOAN COLLIER HENNING, Assistant Professor of Emergency Medicine B.S. (Mississippi State 1991); M.D. (Vanderbilt 1997) [2001]

GREG L. HENRY, Visiting Professor of Emergency Medicine B.A., M.D. (Michigan 1969, 1973) [2006]

TIMOTHY M. HENSCHEL, Assistant Clinical Professor of Pediatrics B.S. (Wheaton 1991); M.D. (Medical College of Wisconsin 1995) [1999]

ROBIN HENSLEY, Assistant in Medicine B.S.N. (Virginia 1979); M.S.N. (Middle Tennessee State 2007) [2009]

ALAN J. HERLINE, Associate Professor of Surgery B.E. (Vanderbilt 1987); M.D. (Medical College of Georgia 1994) [2002]

LISA D. HERMANN, Assistant Professor of Neurology B.S. (Andrews 2002); M.D. (Virginia 2006) [2011]

CASILDA I. HERMO, Associate Clinical Professor of Pediatrics M.D. (Autonomous University of Santo Domingo [Dominican Republic] 1980) [1996]

CIRIA Q. HERNANDEZ, Research Assistant Professor of Neurology M.D. (Centroccidental Lisandro Alvarado [Venezuela] 1997); Ph.D. (Universidade Federal do Rio de Janeiro [Brazil] 2002) [2012]

MARTA HERNANZ-SCHULMAN, Professor of Radiology and Radiological Sciences; Professor of Pediatrics A.B. (Princeton 1973); M.D. (New York 1977) [1988]

S. DUKE HERRELL III, Professor of Urologic Surgery; Professor of Biomedical Engineering; Associate Professor of Biomedical Engineering B.A. (Richmond 1986); M.D. (Virginia 1990) [2001]

PAULA C. HERRMANN, Assistant Professor of Clinical Medicine B.S. (South Carolina 1999); M.D. (Medical University of South Carolina 2003) [2007]

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GERALD B. HICKSON, Senior Vice President for Quality, Patient Safety and Risk Prevention; Assistant Vice Chancellor for Health Affairs; Joseph C. Ross Chair in Medical Education and Administration; Professor of Medical Education and Administration; Professor of Pediatrics; Adjunct Professor of Nursing B.S. (Georgia 1973); M.D. (Tulane 1978) [1990]

SCOTT W. HIEBERT, Hortense B. Ingram Chair in Cancer Research; Professor of Biochemistry; Associate Professor of Medicine B.S. (Bethel College [Kansas] 1982); Ph.D. (Northwestern 1987) [1997]

NICHOLAS S. D. HIGBY, Assistant Professor of Clinical Pediatrics B.S., M.D. (Ohio State 2001, 2005) [2011]

KENT K. HIGDON, Assistant Professor of Plastic Surgery B.S. (Alabama 1998); M.D. (Mississippi 2002) [2012]

JAMES N. HIGGINBOTHAM, Research Instructor in Medicine B.S., M.S., Ph.D. (Mississippi State 1989, 1993, 2000) [2006]

R. KEVIN HIGH, Associate in Emergency Medicine B.S. (University of the State of New York Regents College 1992); Ph.D. (Columbus State 2000) [2007]

DANIEL R. HIGHTOWER, Assistant Clinical Professor of Otolaryngology B.A., M.D. (Vanderbilt 1961, 1964) [1973]

GEORGE A. HILL, Assistant Clinical Professor of Obstetrics and Gynecology B.A. (Tennessee 1976); M.D. (Tennessee, Memphis 1980) [1984]

GEORGE C. HILL, Professor of Pathology, Microbiology, and Immunology Emeritus; Professor of Medical Education and Administration Emeritus B.A. (Rutgers, Camden 1961); M.S. (Howard 1963); Ph.D. (New York 1967) [2002]

KRISTINA E. HILL, Research Professor of Medicine B.S. (Louisiana, Monroe 1968); Ph.D. (Texas 1972) [1987]

MICHAEL F. HILL, Assistant Professor of Medicine B.Sc., M.Sc., Ph.D. (Manitoba [Canada] 1991, 1995, 1998) [2006]

TIFFANY P. HILL, Associate Clinical Professor of Pediatrics B.A. (Boston University 1990); M.S., M.D. (Chicago 1994, 1994) [2006]

ANDREA HILLOCK-DUNN Assistant Professor of Hearing and Speech Sciences B.S. (Syracuse 2003); Au.D. (Northwestern 2006); Ph.D. (Vanderbilt 2010) [2013]

DANIEL P. HIMES, Assistant Professor of Emergency Medicine; Assistant Professor of Pediatrics B.S. (Wheaton 1989); M.D. (Wake Forest 1993) [1996]

DONNA L. HINES, Assistant Clinical Professor of Pediatrics B.S. (Christian Brothers [Tennessee] 1986); M.D. (Howard 1995) [2009]

TIFFANY ELDER HINES, Assistant Professor of Medicine; Assistant Professor of Pediatrics B.S. (Auburn 1991); M.D. (South Alabama 1995) [2012]

ALICE A. HINTON, Associate Professor of Clinical Radiology and Radiological Sciences B.S. (Tulane 1976); M.D. (Vanderbilt 1982) [2003]

TIMOTHY JOHN HINTON, Assistant Professor of Medicine B.S. (Harding 1997); M.D. (Maryland, Baltimore 2002) [2005]

M. BRUCE HIRSCH, Clinical Instructor in Obstetrics and Gynecology B.S. (Georgia, Thomasville 1975); M.D. (Alabama, Birmingham 1980) [1984]

RICHARD H. HO, Associate Professor of Pediatrics B.S. (Duke 1993); M.D., M.S.C.I. (Vanderbilt 1997, 2004) [2003]

RICHARD L. HOCK, Assistant Professor of Clinical Medicine A.B. (Dartmouth 1983); M.D. (Vanderbilt 1987) [1995]

KATHERINE HOEY, Clinical Instrucotr in Pediatrics B.A. (California, Los Angeles 2005); M.D. (Virginia 2010) [2014]

ROBERT D. HOFFMAN II, Associate Professor of Pathology, Microbiology, and Immunology B.A., Ph.D., M.D. (Johns Hopkins 1977, 1984, 1984) [2009]

GEORGE W. HOLCOMB, JR., Clinical Professor of Pediatric Surgery, Emeritus B.A., M.D. (Vanderbilt 1943, 1946) [1954]

NONA MARIE HOLLENBAUGH, Instructor in Clinical Anesthesiology B.S. (Saint Mary's [Indiana] 2006); D.O. (KCUMB 2010) [2014]

STEVEN D. HOLLON, Gertrude Conaway Vanderbilt Professor of Psychology; Professor of Psychology; Professor of Psychiatry B.A. (George Washington 1971); M.S., Ph.D. (Florida State 1974, 1977) [1985]

GINGER E. HOLT, Associate Professor of Orthopaedic Surgery and Rehabilitation B.S., M.D. (Alabama, Birmingham 1992, 1996) [2003]

JONATHAN A. HOLT, Assistant Professor of Biomedical Informatics; Assistant Professor of Medicine B.S. (Fitchburg State 1995); D.O. (New England 2002) [2012]

JENNIFER B. HOLZEN, Assistant Clinical Professor of Pediatrics B.A. (Miami 1991); M.D. (Wright State 1996) [1999]

THOMAS W. HOLZEN, Assistant Clinical Professor of Otolaryngology B.A. (Yale 1966); M.D. (Tufts 1970) [1981]

MICHAEL D. HOLZMAN, Lester and Sara Jayne Williams Chair in Academic Surgery; Associate Professor of Surgery M.D. (Wake Forest 1988); M.P.H. (Vanderbilt 1998) [1996]

CHARLES C. HONG, Associate Professor of Medicine; Associate Professor of Pharmacology; Associate Professor of Cell and Developmental Biology S.B. (Massachusetts Institute of Technology 1988); M.Phil., Ph.D., M.D. (Yale 1998, 1998, 1998) [2006]

IRENE HONG-MCATEE, Associate Professor of Clinical Pediatrics B.A. (Kentucky, Lexington 1995); M.D. (Washington University 1999) [2013]

LINDA JEAN HOOD, Professor of Hearing and Speech Sciences B.S. (Bowling Green State 1969); M.A. (Kent State 1974); Ph.D. (Maryland 1983) [2001]

MOLLY RAMONA HOOD, Associate Clinical Professor of Pediatrics B.S. (Richmond 1995); M.D. (Tennessee, Memphis 1999) [2005]

ROB R. HOOD, Assistant Professor of Medicine B.A. (South Florida 1973); B.S., M.D. (Tulane 1976, 1980) [2002]

RICHARD L. HOOVER, Associate Dean of Graduate School; Professor of Pathology, Microbiology, and Immunology; Associate Professor of Pediatrics B.A. (Ohio State 1966); M.S. (Kentucky, Lexington 1969); Ph.D. (Michigan State 1972) [1985]

SARAH HOPER, Assistant Professor of Emergency Medicine B.A. (University of St. Thomas [Minnesota] 1998); J.D., M.D. (Iowa 2008, 2009) [2013]

ANNA K. HOPLA, Adjunct Instructor in Medicine B.S., M.D. (Oklahoma 1976, 1980) [1998]

LEORA HORN, Associate Professor of Medicine B.S., M.S., M.D. (Toronto [Canada] 1996, 1998, 2002) [2009]

ROBERT G. HORN, Clinical Professor of Pathology, Microbiology, and Immunology A.B., M.D. (Vanderbilt 1954, 1958) [1965]

DAVID H. HOROWITZ, Assistant Clinical Professor of Medicine B.A. (Emory 1966); M.D. (Meharry Medical 1970) [1994]

PAMELA Y. HOROWITZ, Assistant in Medicine B.S.N. (McKendree 1995); M.S.N. (Vanderbilt 1996) [2011]

SZATMAR HORVATH, Adjunct Assistant Professor of Psychiatry M.D., Ph.D. (Szeged [Hungary] 2002, 2004) [2009]

NEALETTA J. HOUCHINS-JUAREZ, Assistant in Pediatrics; Assistant in Psychiatry B.S. (Florida State 1998); M.A. (Nevada, Reno 2002) [2011]

ELLEN MARGARET HOUSE, Assistant Professor of Psychiatry B.S., M.D. (Yale 2004, 2008) [2014]

GWENDOLYN A. HOWARD, Instructor in Clinical Medicine B.S. (Yale 1984); M.D. (Temple 1990) [2001]

JANE ELLEN HOWARD, Assistant Professor of Neurology A.B. (Washington University 1978); M.D. (Florida 1982) [1991]

LEIGH M. HOWARD, Assistant Professor B.S. (Harding 2002); M.D. (Texas, Southwestern Medical 2006) [2011]

HENRY C. HOWERTON, Assistant Clinical Professor of Radiology and Radiological Sciences M.D. (Cincinnati ) [1978]

TAMARYA L. HOYT, Assistant Professor of Radiology and Radiological Sciences B.S. (Indiana, Bloomington 1998); M.D. (Indiana, Indianapolis 2002) [2007]

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ROBERT L. HUANG, Assistant Clinical Professor of Medicine B.S., M.D. (Case Western Reserve 1998, 2002); M.P.H. (Vanderbilt 2007) [2011]

SHAN HUANG, Research Assistant Professor of Otolaryngology M.D. (Fourth Military Medical [China] 1968); Ph.D. (Beijing Neurosurgical Institute [China] 1982) [1994]

THOMAS HUANG, Assistant Professor of Clinical Pediatrics B.S. (Yale 1989); M.D. (Uniformed Services 1994) [2005]

CHARLES LOUIS HUDDLESTON II, Assistant Professor of Physical Medicine and Rehabilitation B.S. (Vanderbilt 1983); M.D. (Tennessee, Memphis 1987) [2012]

BILLY G. HUDSON, Elliott V. Newman Professor of Medicine; Professor of Medicine; Professor of Biochemistry; Professor of Pathology, Microbiology, and Immunology B.S. (Henderson State 1962); M.S. (Tennessee 1963); Ph.D. (Iowa 1966) [2002]

JULIE K. HUDSON, Assistant Vice Chancellor for Health Affairs, Medical Center Relations; Associate Professor of Medical Education and Administration; Associate Professor of Clinical Anesthesiology B.A. (Point Loma Nazarene 1980); M.A., M.D. (Kansas 1987, 1990) [2002]

JOHN G. HUFF, Professor of Clinical Radiology and Radiological Sciences B.S. (Georgia 1973); M.D. (Vanderbilt 1977) [2007]

KASEY A. HUFF-IGNATIN, Assistant Professor of Clinical Pediatrics B.S. (Central Arkansas 1993); M.D. (Ross University School of Medicine 1998) [2013]

ADAM HUGGINS, Assistant Professor of Clinical Obstetrics and Gynecology B.S. (Wake Forest 2001); M.D. (Alabama, Birmingham 2005) [2013]

MARK D. HUGHES, Assistant Clinical Professor of Pediatrics B.S. (Tennessee, Memphis 1997); M.D. (Tennessee, Memphis 2001) [2006]

SEAN G. HUGHES, Assistant Professor of Clinical Medicine B.S., M.D. (Florida 1995, 1998) [2012]

JONATHAN S. HUITINK, Clinical Instructor in Pediatrics B.A. (Wheaton 1997); M.D. (Arkansas 2001) [2013]

MARY M. HUIZINGA, Assistant Professor of Medicine B.S. (Mississippi State 1998); M.D. (Vanderbilt 2003) [2013]

SABINE S. HUKE, Research Assistant Professor of Medicine M.S., Ph.D. (Westf lische Wilhelms-Universit t M nster [Germany] 1996, 2000) [2008]

TODD M. HULGAN, Associate Professor of Medicine B.S. (South Alabama 1992); M.D. (Alabama, Birmingham 1996); M.P.H. (Vanderbilt 2003) [2002]

QUENTIN A. HUMBERD, Associate Clinical Professor of Pediatrics B.S. (Tennessee 1975); M.D. (Tennessee, Memphis 1978) [2005]

DONNA S. HUMMELL, Associate Professor of Pediatrics A.B. (Rutgers, Camden 1976); M.D. (Johns Hopkins 1980) [1986]

ROBERT S. HUMPHREY, Clinical Professor of Pediatrics B.S. (Arkansas 1981); M.D. (Johns Hopkins 1986) [2007]

JERRY K. HUMPHREYS, Assistant Clinical Professor of Pathology, Microbiology, and Immunology B.A., M.D. (Vanderbilt 1959, 1962) [1967]

RACHEL JANE HUNDLEY, Assistant Professor of Pediatrics; Assistant Professor of Psychiatry M.S. (Memphis 1996); B.A. (Harding 1996); Ph.D. (Memphis 2003) [2010]

REBECCA R. HUNG, Assistant Professor of Clinical Medicine A.B., Ph.D., M.D. (Harvard 1985, 1993, 1994) [2005]

TRACY E. HUNLEY, Associate Professor of Pediatrics B.A. (Vanderbilt 1987); M.D. (Tennessee, Memphis 1991) [1997]

ROSEMARY J. HUNTER, Assistant Professor of Pediatrics B.S. (Emory 1989); M.D. (Duke 1994) [2001]

ELIZABETH A. HUNTOON, Assistant Professor of Clinical Physical Medicine and Rehabilitation; Assistant Professor of Clinical Orthopaedic Surgery and Rehabilitation B.S., M.S. (Central Michigan 1984, 1988); M.D. (Eastern Virginia 1993) [2011]

MARC ALAN HUNTOON, Professor of Anesthesiology; Director Vanderbilt Pain Management Center B.S. (Alma 1981); M.D. (Wayne State 1985) [2011]

TARA M. HUSS, Assistant Professor of Clinical Pediatrics S.B. (Austin Peay State 1996); M.D. (East Tennessee State 2000) [2007]

JOSEPH W. HUSTON III, Assistant Professor of Medicine B.S. (Washington and Lee 1967); M.D. (Vanderbilt 1971) [2007]

LAURA J. HUSTON, Associate in Orthopaedic Surgery and Rehabilitation B.S.E., M.S. (Michigan 1988, 1990) [2005]

JULIEANNE B. HUTCHISON, Associate in Orthopaedic Surgery and Rehabilitation B.S. (North Carolina, Charlotte 1998); M.S.N. (Vanderbilt 2004) [2011]

STEVE ALAN HYMAN, Associate Professor of Clinical Anesthesiology A.B. (Indiana, Kokomo 1975); M.D. (Indiana, Indianapolis 1979); M.M. (Belmont 2004) [2005]

MICHAELA GRACE IBACH, Instructor in Clinical Pediatrics B.A. (Covenant 2007); M.D. (New Jersey Medical 2011) [2014]

IEKUNI ICHIKAWA, Professor of Pediatrics; Professor of Medicine B.S., M.D. (Keio [Japan] 1968, 1972) [1985]

KAMRAN IDREES, Assistant Professor of Surgery M.D. (Aga Khan [Pakistan] 1999) [2012]

REBECCA A. IHRIE, Assistant Professor of Cancer Biology; Assistant Professor of Neurological Surgery B.S. (Michigan 2000); Ph.D. (Stanford 2006) [2011]

ROBERT W. IKARD, Assistant Clinical Professor of Surgery A.B., M.D. (Vanderbilt 1960, 1963) [1971]

TALAT ALP IKIZLER, Catherine McLaughlin Hakim Chair in Vascular Biology; Professor of Medicine M.D. (Istanbul [Turkey] 1987) [1996]

TADASHI INAGAMI, Professor of Biochemistry, Emeritus B.S. (Kyoto [Japan] 1953); M.S., Ph.D. (Yale 1955, 1958); D.Sc. (Kyoto [Japan] 1963) [1966]

RAJU V. INDUKURI, Assistant Clinical Professor of Psychiatry B.S. (Sree Konaseema Bhanoji Ramars [India] 1974); M.D. (Rangaraya Medical [Indiana] 1981) [1998]

NARA GRANJA INGRAM, Instructor in Psychiatry M.D. (Universidade Federal de Pernambuco [Brazil] 1992); Ph.D. (Sao Paulo [Brazil] 2004) [2014]

WALEED N. IRANI, Assistant Professor of Medicine B.A., M.D. (North Carolina 1985, 1990) [1996]

JONATHAN M. IRISH, Assistant Professor of Cancer Biology; Assistant Professor of Pathology, Microbiology, and Immunology B.S. (Michigan 1998); Ph.D. (Stanford 2004) [2011]

NUHAD M. ISMAIL, Associate Professor of Clinical Medicine B.S., M.D. (American University of Beirut [Lebanon] 1974, 1978) [2004]

DAWN A. ISRAEL, Research Assistant Professor of Medicine B.S., Ph.D. (Alabama, Birmingham 1988, 1994) [2000]

TINA M. IVERSON, Associate Professor of Pharmacology; Associate Professor of Biochemistry B.S. (St. John's 1995); Ph.D. (California Institute of Technology 2000) [2005]

HIDEKI IWAMOTO, Research Assistant Professor of Pharmacology B.S.E., M.E., Ph.D. (Toin [Japan] 1993, 1995, 1998) [2009]

KAREEM A. JABBOUR, Research Associate Professor of Surgery B.S. (American University of Beirut [Lebanon] 1966) [1990]

JAMES C. JACKSON, Assistant Professor of Medicine; Assistant Professor of Psychiatry B.S. (Liberty 1991); M.A. (Georgia Professional School of Psychology 1993); M.A., Psy.D. (Biola 1998, 2001) [2003]

JOHN A. JACKSON, Assistant Clinical Professor of Psychiatry B.S. (Tennessee Technological 1994); M.D. (Tennessee, Memphis 1999) [2007]

J. KENNETH JACOBS, Professor of Surgery, Emeritus B.A. (Vanderbilt 1950); M.D. (Northwestern 1954) [2008]

MONICA L. JACOBS, Assistant Professor of Clinical Psychiatry; Assistant Professor of Clinical Neurology B.S. (Georgia 1997); M.S., Psy.D. (Georgia Professional School of Psychology 2001, 2005) [2007]

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BARBARA H. JACOBSON, Assistant Professor of Hearing and Speech Sciences; Assistant Professor of Otolaryngology B.A., M.A., Ph.D. (Cincinnati 1978, 1984, 1990) [2003]

DAVID AARON JACOBSON, Assistant Professor of Molecular Physiology and Biophysics B.S. (Washington State 1995); Ph.D. (Oregon Health and Science 2003) [2010]

GARY P. JACOBSON, Professor of Hearing and Speech Sciences B.A. (California State, Fullerton 1974); M.S. (Wisconsin 1975); Ph.D. (Kent State 1978) [2003]

GREGORY H. JACOBSON, Assistant Clinical Professor of Emergency Medicine B.S. (Washington University 1997); M.D. (Baylor 2001) [2004]

HARRY R. JACOBSON, Professor of Medicine, Emeritus B.S. (Illinois, Champaign 1969); M.D. (Illinois, College of Medicine, Champaign 1972) [1985]

MADAN JAGASIA, Professor of Medicine B.S. (Ramnarain Ruia College 1986); M.B.B.S. (King Edward Memorial [India] 1992) [2001]

SHUBHADA JAGASIA, Associate Professor of Medicine B.S. (Ruparel College [India] 1986); M.D. (Seth G.S. Medical [India] 1992) [2001]

AMIR ALEX JAHANGIR, Associate Professor of Orthopaedic Surgery and Rehabilitation B.S. (George Washington 1999); M.D. (Tennessee, Memphis 2003) [2009]

NITIN B. JAIN, Associate Professor of Physical Medicine and Rehabilitation; Associate Professor of Orthopaedic Surgery and Rehabilitation M.B. (Maharaja Sayajirao [India] 1999); M.S.P.H. (North Carolina 2002) [2014]

KATHRYN ECKSTEIN JALOVEC, Assistant Clinical Professor of Psychiatry B.S. (Northwestern 2001); M.D. (Tennessee, Memphis 2005) [2012]

A. EVERETTE JAMES, JR., Adjunct Professor of Radiology and Radiological Sciences A.B. (North Carolina 1959); M.D. (Duke 1963); Sc.M. (Johns Hopkins 1971) [1975]

KAITLIN C. JAMES, Assistant Professor of Pediatrics B.A. (Oberlin 2001); M.D. (Vanderbilt 2006) [2012]

ROBERT C. JAMIESON, Assistant Clinical Professor of Psychiatry B.S., M.S., M.D. (Wisconsin 1971, 1973, 1976) [1979]

E. DUCO JANSEN, Associate Dean for Graduate Studies; Professor of Biomedical Engineering; Professor of Neurological Surgery M.S. (Utrecht [Netherlands] 1990); M.S., Ph.D. (Texas 1992, 1994) [1997]

DANA R. JANSSEN, Assistant Professor of Pediatrics B.A. (Abilene Christian 1992); M.D. (Texas, San Antonio 1996) [2007]

THOMAS A. JANTZ, Assistant Professor of Clinical Medicine B.A. (Providence College 1966); M.D. (Pittsburgh 1970) [2012]

BARRY K. JARNAGIN, Associate Clinical Professor of Obstetrics and Gynecology B.S. (Union [Tennessee] 1980); M.D. (Tennessee, Memphis 1984) [1994]

SARAH SANDERS JASER, Assistant Professor of Pediatrics B.S. (Yale 1995); M.S., Ph.D. (Vanderbilt 2003, 2006) [2012]

JASON R. JEAN, Assistant in Medicine B.S.N. (Tennessee 1996); M.S.N. (Vanderbilt 2000) [2004]

ANGELA L. JEFFERSON, Associate Professor of Neurology; Associate Professor of Medicine; Associate Professor of Psychiatry B.A. (Lynchburg 1997); M.A. (Loyola College [Maryland] 2000); Ph.D. (Drexel 2003) [2012]

JENNIFER JEHRIO-BUTLER, Clinical Instructor in Pediatrics B.S. (Miami 1988); M.D. (South Florida 1993) [2012]

WILLIAM J. JENKINS, Assistant Clinical Professor of Radiology and Radiological Sciences B.S. (Alabama 2002); M.D. (Alabama, Birmingham 2006) [2011]

ABIGAIL L. JENNINGS, Clinical Instructor in Pediatrics B.S. (Lipscomb 2004); M.D. (East Tennessee State 2010) [2013]

HENRY S. JENNINGS III, Assistant Professor of Medicine B.S. (Davidson 1973); M.D. (Vanderbilt 1977) [2007]

W. GRAY JEROME III, Associate Professor of Pathology, Microbiology, and Immunology; Associate Professor of Cancer Biology B.A. (St. Andrews Presbyterian 1971); M.S. (Northeastern 1974); Ph.D. (Virginia 1981) [2001]

REBECCA N. JEROME, Assistant Professor of Biomedical Informatics B.A. (Saginaw Valley State 1996); M.L.I.S. (Wayne State 1998); M.P.H. (Vanderbilt 2006) [2006]

YUJIANG JIA, Adjunct Assistant Professor of Health Policy B.S. (Hebei [China] 1986); M.D., M.Sc. (Hebei Medical [China] 1992, 1995) [2005]

AIDA L. JIMENEZ, Associate Professor of Psychiatry B.A. (Florida State 1984); M.A., Ph.D. (University of Puerto Rico 1988, 1993) [2013]

NATALIA JIMENEZ-TRUQUE, Research Instructor in Pediatrics B.S. (Universidad de Costa Rica 2007); M.S.C.I., Ph.D. (Vanderbilt 2009, 2013) [2013]

REN JIE JIN, Research Assistant Professor of Urologic Surgery M.D. (Nanjing Medical [China] 1985); M.S., Ph.D. (Seoul National [Korea] 1999, 2001) [2007]

YINGHUA JIN, Visiting Professor of Cell and Developmental Biology B.S. (Jilin [China] 1988); M.S., Ph.D. (Seoul National [Korea] 1996, 2000) [2014]

BETH V. JIORLE, Associate in Obstetrics and Gynecology B.S. (Arizona 2002); M.S. (Arcadia 2005) [2011]

SUSAN OOMMEN JOHN, Instructor in Clinical Pediatrics B.S. (Louisiana State, Shreveport 1998); M.D. (Louisiana State, New Orleans 2003) [2012]

THOMAS M. JOHN, Instructor in Clinical Medicine; Instructor in Clinical Pediatrics B.S., M.D. (Louisiana State 1980, 1984) [2010]

JAMES A. JOHNS, Professor of Pediatrics B.S. (Yale 1976); M.D. (Vanderbilt 1980) [1987]

JEFFERY SCOTT JOHNS, Associate Professor of Physical Medicine and Rehabilitation B.A. (North Carolina 1991); M.D. (Duke 1995) [2013]

KARLA J. JOHNS, Associate Clinical Professor of Ophthalmology and Visual Sciences B.A. (Wisconsin 1976); M.D. (Vanderbilt 1980) [2000]

CARL H. JOHNSON, Stevenson Professor of Biological Sciences; Professor of Biological Sciences; Professor of Molecular Physiology and Biophysics B.A. (Texas 1976); Ph.D. (Stanford 1982) [1987]

CONSTANCE J. JOHNSON, Associate Clinical Professor of Neurology B.S., M.S., M.D. (Maryland 1968, 1972, 1982) [2005]

CORBIN R. JOHNSON, Assistant Professor of Clinical Radiation Oncology B.A. (Harvard 1981); M.D. (Washington University 1985) [2006]

DAVID H. JOHNSON, Adjunct Professor of Medicine B.S., M.S. (Kentucky, Lexington 1970, 1972); M.D. (Georgia 1976) [1983]

DAVID P. JOHNSON, Assistant Professor of Pediatrics B.S. (Davidson 2003); M.D. (Duke 2011) [2012]

DEREK K. JOHNSON, Assistant Clinical Professor of Pediatrics B.S. (Maryland 1991); M.D. (Pittsburgh 1995) [2007]

DOUGLAS JOHNSON, Assistant Professor of Medicine B.S. (Abilene Christian 2004); M.D. (Alabama, Birmingham 2008) [2014]

H. KEITH JOHNSON, Associate Professor of Medicine, Emeritus; Associate Professor of Surgery, Emeritus B.A. (Amherst 1959); M.D. (Tufts 1963) [1970]

KEVIN B. JOHNSON, Cornelius Vanderbilt Chair; Professor of Biomedical Informatics; Professor of Pediatrics; Chair of the Department of Biomedical Informatics B.S. (Dickinson 1983); M.D. (Johns Hopkins 1987); M.S. (Stanford 1992) [2002]

MARY HEATHER JOHNSON, Associate Clinical Professor of Pediatrics B.S., M.D. (Vanderbilt 1987, 1994) [1998]

WILLIAM STEPHEN JOHNSON, Associate Clinical Professor of Pediatrics B.S. (Arkansas 1978); M.D. (Ross 1983) [2004]

BENJAMIN J. JOHNSTON, Assistant Professor of Otolaryngology B.S. (Vanderbilt 2003); M.D. (Louisville 2007) [2012]

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MARGREETE G. JOHNSTON, Clinical Professor of Pediatrics B.S. (Peabody 1974); M.D. (Meharry Medical 1979) [1986]

PHILIP EARL JOHNSTON, Clinical Professor of Medicine B.S. (Tennessee 1973); Pharm.D. (Tennessee, Memphis 1974) [2008]

SUSAN E. JOHNSTON, Assistant Clinical Professor of Pediatrics B.S. (Mississippi State 1992); M.D. (Mississippi, Jackson 1996) [2008]

BRITTANY JONES, Assistant Professor of Clinical Pediatrics B.S. (Vanderbilt 2004); M.D. (East Tennessee State 2008) [2014]

CARRIE K. JONES, Assistant Professor of Pharmacology B.S., Ph.D. (Indiana, Fort Wayne 1992, 2001) [2007]

DEBORAH PRICE JONES, Professor of Pediatrics M.D. (Tennessee, Memphis 1983); B.S. (Memphis State 2006); M.S. (Tennessee, Memphis 2006) [2010]

HOWARD W. JONES III, Betty and Lonnie S. Burnett Chair in Obstetrics and Gynecology; Professor of Obstetrics and Gynecology; Chair of the Department of Obstetrics and Gynecology B.A. (Amherst 1964); M.D. (Duke 1968) [1980]

JILL L. JONES, Assistant Professor of Medicine B.A. (Lawrence 1986); M.D. (Stanford 1991) [1997]

MEEGAN E. JONES, Assistant in Medicine B.A. (California, San Diego 1998); M.S.N. (Vanderbilt 2009) [2011]

ROBIN M. JONES, Assistant Professor of Hearing and Speech Sciences B.S. (Miami [Ohio] 2003); M.A. (Ohio State 2006); Ph.D. (Vanderbilt 2012) [2013]

TIMOTHY F. JONES, Clinical Professor of Health Policy B.A. (Amherst 1985); M.D. (Stanford 1990) [1999]

LAURIE B. JONES-JACKSON, Assistant Professor of Radiology and Radiological Sciences B.S., M.D. (Alabama, Birmingham 1992, 1996) [2007]

KAREN M. JOOS, Associate Professor of Ophthalmology and Visual Sciences B.S., M.D., Ph.D. (Iowa 1982, 1987, 1990) [1994]

ATIA K. JORDAN, Assistant Professor of Clinical Pediatrics B.S., M.D. (Vanderbilt 2005, 2009) [2013]

BENJAMIN E. JORDAN, Instructor in Clinical Emergency Medicine M.D. (Tennessee, Memphis 2009) [2014]

CHARLES A. JORDAN, Clinical Professor of Pediatrics B.S. (Tennessee, Martin 1983); M.D. (Tennessee, Memphis 1987) [1999]

HAROLD W. JORDAN, Assistant Clinical Professor of Psychiatry B.S. (Morehouse 1958); M.D. (Meharry Medical 1962) [1968]

LORI C. JORDAN, Assistant Professor of Pediatrics B.S. (William and Mary 1994); M.D. (Oklahoma 1999); Ph.D. (Johns Hopkins 2009) [2011]

MARTIN I. JORDANOV, Assistant Professor of Radiology and Radiological Sciences; Assistant Professor of Emergency Medicine B.S. (Tennessee 1997); M.D. (Tennessee, Memphis 2001) [2006]

ASHA JOSEPH, Assistant Professor of Clinical Pediatrics B.S. (Tennessee, Chattanooga 1998); M.D. (Louisiana State, New Orleans 2003) [2009]

SEBASTIAN JOYCE, Professor of Pathology, Microbiology, and Immunology B.Sc. (Bangalore [India] 1979); M.Sc. (Saurashtra [India] 1981); Ph.D. (Medical College of Virginia 1988) [1999]

ADAM PABLO JUAREZ, Assistant in Pediatrics; Assistant in Psychiatry B.S. (North Texas 2000); M.Ed. (Vanderbilt 2005) [2011]

ASTRIDE JULES, Clinical Instrtuctor in Health Policy M.D. (State University of Haiti 1999); M.P.H. (Vanderbilt 2009) [2012]

EDMOND K. KABAGAMBE, Associate Professor of Medicine D.V.M. (Makerere [Uganda] 1995); M.S., Ph.D. (Louisiana State 1997, 2000) [2012]

BARBARA F. KACZMARSKA, Clinical Professor of Pediatrics M.D. (Wroclaw Medical [Poland] 1973) [2007]

STEVEN A. KAHN, Instructor in Surgery B.S. (Tennessee 2001); M.D. (East Tennessee State 2006) [2014]

MARION A. KAINER, Assistant Clinical Professor of Health Policy M.B.B.S. (Melbourne [Australia] 1989); M.P.H. (Monash [Australia] 1999) [2002]

ALLEN B. KAISER, Professor of Medicine; Chief of Staff, Vanderbilt Health System B.A., M.D. (Vanderbilt 1964, 1967) [1972]

SPYROS A. KALAMS, Associate Professor of Medicine; Associate Professor of Pathology, Microbiology, and Immunology B.A. (Harvard 1983); M.D. (Connecticut 1987) [2002]

ARVINDH N. KANAGASUNDRAM, Assistant Professor of Medicine M.D. (Vanderbilt 2005) [2013]

AUDREY H. KANG, Associate Clinical Professor of Obstetrics and Gynecology B.A., M.D. (Brown 1988, 1992) [2008]

HAKMOOK KANG, Assistant Professor of Biostatistics B.S. (Minnesota 1998); M.S., M.S. (Rhode Island 2005, 2006); Ph.D. (Brown 2011) [2011]

PRINCE J. KANNANKERIL, Associate Professor of Pediatrics B.S. (Pennsylvania State 1990); M.D. (Thomas Jefferson 1994); M.S.C.I. (Vanderbilt 2004) [2002]

C. CHRIS KAO, Research Associate Professor of Neurological Surgery M.D., M.S. (Bethune University of Medical Science [China] 1980, 1983); Ph.D. (Virginia Commonwealth 1994) [2001]

PINELOPI P. KAPITSINOU, Instructor in Medicine M.D. (National and Kapodistrian University of Athens [Greece] 2000) [2011]

HILLARY R. KAPLAN, Assistant Professor of Clinical Medicine B.A. (Yale 1989); M.D. (Case Western Reserve 1993) [1999]

MARK RANDALL KAPLAN, Assistant Clinical Professor of Medicine B.S.E. (Pennsylvania 1984); M.D. (Vanderbilt 1988) [2000]

KAVITA SINGH KARLEKAR, Assistant Clinical Professor of Pediatrics B.A., M.D. (Brown 1998, 2002) [2007]

MOHANA KARLEKAR, Assistant Professor of Medicine B.S. (Cornell 1991); M.D. (SUNY, Stony Brook 1995) [2006]

SAAGAR B. KARLEKAR, Associate Clinical Professor of Pediatrics B.S. (Rochester Institute of Technology 1989); M.D. (St. George's, Grenada 1997) [2007]

BERNICE KARNETT, Assistant Professor of Clinical Medicine B.S. (Stony Brook 1979); M.D. (Emory 1983) [1997]

SETH J. KARP, Ingram Chair in Surgical Sciences; Professor of Surgery; Director, Vanderbilt Transplant Center A.B., M.A. (Harvard 1988, 1989); M.D. (Massachusetts Institute of Technology 1994) [2011]

ASHLEY JO KARPINOS, Assistant Professor of Medicine; Assistant Professor of Pediatrics; Assistant Professor of Orthopaedic Surgery and Rehabilitation B.A. (Kenyon 2003); M.D., M.P.H. (Vanderbilt 2007, 2013) [2014]

EHAB S. KASASBEH, Assistant Clinical Professor of Medicine B.S., M.D. (Jordan 1996, 2001) [2013]

ADETOLA KASSIM, Associate Professor of Medicine M.B.B.S. (Lagos [Nigeria] 1989); M.S. (Yeshiva 2000) [2001]

HOWARD M. KATZENSTEIN, Scott and Tracie Hamilton Chair in Cancer Survivorship; Professor of Pediatrics B.S. (Illinois, 1987); M.D. (Illinois, Chicago 1991) [2013]

MELISSA R. KAUFMAN, Associate Professor of Urologic Surgery B.A. (Washington University 1987); Ph.D. (Tennessee 1993); M.D. (Arkansas, Little Rock 2002) [2007]

ANN KAVANAUGH-MCHUGH, Associate Professor of Pediatrics B.S. (Yale 1980); M.D. (Johns Hopkins 1984) [1992]

IRINA N. KAVERINA, Associate Professor of Cell and Developmental Biology M.S. (Lomonosov Moscow State [Russia] 1989); Ph.D. (Russian Academy of Sciences 1992) [2005]

JEREMY J. KAYE, Professor of Emergency Medicine; Professor of Radiology and Radiological Sciences B.S. (Notre Dame 1961); M.D. (Cornell 1965) [2000]

RAYMOND W. KE, Assistant Clinical Professor of Obstetrics and Gynecology B.Sc., M.D. (Dalhousie [Canada] 1982, 1986) [2013]

KATHLEEN R. KEARNEY-GRAY, Assistant Professor of Clinical Medicine B.S. (Kennesaw State 1981); M.D. (Medical College of Georgia 1990) [2006]

MARY E. KEEBLER, Assistant Professor of Medicine B.S. (Florida State 1998); M.D. (Tulane 2002) [2010]

VICKI L. KEEDY, Assistant Professor of Medicine B.S. (Indiana, Bloomington 1997); M.D. (Cincinnati 2002) [2008]

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CHRISTOPHER J. KEEFER, Assistant Professor of Pediatrics at Meharry Medical College; Assistant Clinical Professor of Pediatrics at Vanderbilt B.S. (University of the South 1992); M.D. (Vanderbilt 2001) [2008]

MARY ANN KEENAN, Associate in Radiology and Radiological Sciences M.S., D.M.P. (Vanderbilt 2007, 2011) [2012]

DIANE S. KEENEY, Adjunct Assistant Professor of Medicine B.S. (Pennsylvania State 1978); M.S. (Iowa State 1983); Ph.D. (Johns Hopkins 1989) [1992]

JAMES E. KEFFER, Assistant Clinical Professor of Pediatrics B.A. (Auburn 1994); M.D. (Alabama, Birmingham 2001) [2009]

NICOLE M. KELLER, Instructor in Clinical Obstetrics and Gynecology B.S. (Cornell 1994); M.S.N. (Vanderbilt 1999) [2010]

MICHAEL B. KELLEY, Assistant Professor of Clinical Medicine B.A. (Bradford 1994); M.D. (Vermont 2004) [2013]

ELLEN M. KELLY, Associate Professor of Hearing and Speech Sciences B.A. (Saint Bonaventure 1981); M.S., Ph.D. (Syracuse 1984, 1989) [2007]

KEVIN J. KELLY, Associate Professor of Plastic Surgery B.S. (Maryland 1972); D.D.S. (Columbia 1977); M.D. (SUNY, Downstate Medical Center 1982) [1989]

PEGGY L. KENDALL, Assistant Professor of Medicine; Assistant Professor of Pathology, Microbiology, and Immunology B.S. (Texas 1982); M.D. (Texas, Southwestern Medical 1996) [2003]

ARION KENNEDY, Research Instructor in Molecular Physiology and Biophysics B.S. (Florida Agricultural and Mechanical 2001); Ph.D. (North Carolina, Greensboro 2009) [2014]

JENNIFER R. KENNEDY, Assistant in Medicine B.S.N. (Clemson 2008); M.S.N. (Vanderbilt 2011) [2012]

WILLIAM D. KENNER, Assistant Clinical Professor of Psychiatry M.D. (Tennessee, Memphis 1969) [1973]

ANNE K. KENWORTHY, Associate Professor of Molecular Physiology and Biophysics; Associate Professor of Cell and Developmental Biology B.A. (Kenyon 1989); Ph.D. (Duke 1994) [2001]

MARY E. KEOWN, Clinical Professor of Pediatrics B.S. (Samford 1979); M.D. (Alabama, Birmingham 1983) [1986]

TAMARA S. KEOWN, Assistant Professor of Clinical Obstetrics and Gynecology; Adjunct Instructor in Nursing B.S. (Tennessee Technological 1991); M.S.N. (Vanderbilt 1995) [2006]

DEEPA VARSHNEY KERIWALA, Assistant Professor of Clinical Medicine B.A. (Rice 2003); M.D. (Texas, Galveston 2008) [2012]

DOUGLAS S. KERNODLE, Associate Professor of Medicine; Associate Professor of Pathology, Microbiology, and Immunology B.A., M.D. (North Carolina 1976, 1981) [1987]

WENDY HITCH KERR, Assistant Clinical Professor of Pediatrics B.S. (Houghton 1984); M.S. (Louisiana State 1988); Ph.D. (Emory 1994); M.D. (Medical College of Georgia 1998) [2002]

JENNIFER KETCHUM, Clinical Instructor in Pediatrics B.S. (Alabama, Birmingham 2002); M.D. (East Tennessee State 2008) [2013]

ALEXANDRA F. KEY, Research Associate Professor of Hearing and Speech Sciences M.A., B.A. (Moscow State [Russia] 1997, 1997); Ph.D. (Louisville 2002) [2004]

ADNAN A. KHAN, Adjunct Assistant Professor of Health Policy M.B.B.S. (Dow Medical [Pakistan] 1989) [2011]

NAJWA KHURI-BULOS, Adjunct Professor of Pediatrics B.S., M.D. (American University of Beirut [Lebanon] 1964, 1967) [2008]

STACY ANN KILLEN, Assistant Professor of Pediatrics B.A. (Rice 1997); M.D. (Texas, Southwestern Medical 2001); M.S. (Vanderbilt 2008) [2009]

ANTHONY W. KILROY, Adjunct Associate Professor of Neurology M.D. (**St Bartholomew (London) 1960) [1976]

ANNETTE SUNHI KIM, Assistant Professor of Pathology, Microbiology, and Immunology A.B., Ph.D. (Harvard 1991, 1998); M.D. (Harvard Medical 1998) [2009]

DAVID H. KIM, Instructor in Medicine B.A., M.D. (Northwestern 2000, 2005) [2013]

KWANG WOON KIM, Research Instructor in Pediatric Surgery B.S. (Kosin [Korea] 1992); M.S., Ph.D. (Pusan National [Korea] 1995, 2001) [2008]

STEPHEN J. KIM, Associate Professor of Ophthalmology and Visual Sciences B.S. (Duke 1996); M.D. (Johns Hopkins 2001) [2008]

ADAM KING, Assistant Professor of Clinical Anesthesiology B.S. ( 2004); M.D. (Texas 2009) [2014]

JOHN T. KING, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.A. (Tennessee 1989); D.M.D. (Louisville 1996) [1999]

LLOYD E. KING, JR., Professor of Medicine B.A. (Vanderbilt 1961); M.D., Ph.D. (Tennessee, Memphis 1967, 1970) [1977]

LLOYD G. KING, Assistant Professor of Clinical Medicine B.S. (SUNY, Buffalo 1981); M.D. (New York 1985) [2000]

PHILIP J. KINGSLEY, Assistant in Biochemistry B.S., M.A. (William and Mary 1990, 1992) [2001]

BRETT D. KINZIG, Assistant in Medicine B.S. (Middle Tennessee State 1995); M.S.N. (Vanderbilt 2005) [2013]

FREDERICK KIRCHNER, JR., Associate Professor of Medical Education and Administration, Emeritus B.Sc. (Dickinson 1963); M.D. (Cornell 1967) [1975]

SANDRA KIRCHNER, Professor of Radiology and Radiological Sciences, Emerita; Professor of Pediatrics, Emerita B.A. (Wellesley 1962); M.D. (Cornell 1967) [1973]

ANNA T. KIRK, Instructor in Clinical Obstetrics and Gynecology B.S. (Tennessee 2004); M.S.N. (Vanderbilt 2007) [2012]

AUSTIN KIRSCHNER, Assistant Professor of Radiation Oncology B.A., M.S. (New York 2000, 2001); Ph.D., M.D. (Northwestern 2007, 2009) [2014]

HOWARD S. KIRSHNER, Professor of Neurology; Professor of Hearing and Speech Sciences; Professor of Psychiatry B.A. (Williams 1968); M.D. (Harvard Medical 1972) [1978]

NEIL E. KIRSHNER, Associate Clinical Professor of Pediatrics B.S. (Rhodes College 1985); M.D. (East Tennessee State 1990) [2000]

JOHN W. KLEKAMP, Assistant Professor of Clinical Orthopaedic Surgery and Rehabilitation B.S. (Miami 1986); M.D. (Mercer 1990) [2009]

LAWRENCE A. KLINSKY, Associate Clinical Professor of Pediatrics B.S. (Illinois, Champaign 1988); M.D. (Vanderbilt 1992) [1995]

KIMBERLY A. KLIPPENSTEIN, Clinical Instructor in Ophthalmology and Visual Sciences B.S., M.D. (Vanderbilt 1986, 1990) [1994]

ELA W. KNAPIK, Associate Professor of Medicine; Associate Professor of Cell and Developmental Biology M.D. (Jagiellonian [Poland] 1987) [2004]

HOLLY KNIERY, Assistant in Physical Medicine and Rehabilitation B.S.N., M.S.N. (Belmont 2007, 2012) [2013]

BJORN C. KNOLLMANN, Professor of Medicine; Professor of Pharmacology M.D. (Cincinnati 1993); Ph.D. (Georgetown 1999) [2005]

HANAKO KOBAYASHI, Research Assistant Professor of Medicine B.S. (Tennessee 1998); Ph.D. (California, Berkeley 2003) [2006]

JOHN ROBERT KOETHE, Assistant Professor of Medicine B.A. (Oberlin 1998); M.D. (Yale 2004) [2010]

SAHAR KOHANIM, Assistant Professor of Ophthalmology and Visual Sciences B.S. (Illinois Institute of Technology 2003); M.D. (Johns Hopkins 2007) [2013]

YASIN KOKOYE, Assistant Professor of Pathology, Microbiology, and Immunology B.V.M.S. (Baghdad [Iraq] 1979); M.P.H. (Western Kentucky 2004) [1998]

CAMELLIA R. KOLEYNI, Instructor in Clinical Medicine; Instructor in Clinical Pediatrics B.S. (California, San Diego 1995); M.D. (Tennessee, Memphis 2000) [2007]

MURALI KRISHNA KOLLI, Assistant Professor of Clinical Medicine B.S. (Birmingham-Southern 1984); M.D. (Alabama, Birmingham 1989) [2009]

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PADMINI KOMALAVILAS, Research Associate Professor of Surgery B.S., M.S. (Madras [India] 1978, 1980); Ph.D. (Oklahoma State 1988) [2008]

VALENTINA KON, Professor of Pediatrics B.A. (New York 1974); M.D. (Yeshiva 1977) [1986]

YUKARI KONDO, Visiting Assistant Professor of Medicine [2014]SEKHAR R. KONJETI, Research Professor of Radiation Oncology

B.S. (Andhra [India] 1982); M.Sc. (Mangalore [India] 1984); Ph.D. (Gulbarga [India] 1989) [1990]

PETER E. KONRAD, Professor of Neurological Surgery B.A. (Rockford 1983); M.S., Ph.D. (Purdue 1985, 1988) [1998]

CHRISTINE L. KONRADI, Professor of Pharmacology; Professor of Psychiatry Ph.D. (Vienna [Austria] 1987) [2006]

JEJO DAVID KOOLA, Instructor in Clinical Medicine M.D. (Medical University of South Carolina 2008) [2013]

HEATHER C. KOONS, Assistant Professor of Neurology B.A. (Virginia 2002); M.D. (Yale 2006) [2011]

ZELJKA M. KORADE, Research Associate Professor of Psychiatry D.V.M. (Zagreb [Croatia] 1988); Ph.D. (Pittsburgh 1996) [2006]

KIMBELL KORNU, Assistant Professor of Clinical Medicine B.S. (Vanderbilt 2002); M.A.R. (Westminster Theological Seminary 2008); M.D. (Southwestern [Texas] 2009) [2013]

LUCY KOROMA, Instructor in Clinical Obstetrics and Gynecology B.S., M.S.N. (Vanderbilt 2004, 2005) [2006]

ALEXANDRE KOUMTCHEV, Assistant Clinical Professor of Psychiatry M.D. (Medical Academy, Sofia [Bulgaria] 1990) [2007]

MARK J. KOURY, Professor of Medicine, Emeritus B.A. (Rutgers 1969); M.D. (Virginia 1973) [1980]

TATSUKI KOYAMA, Associate Professor of Biostatistics B.A. (California, Berkeley 1998); M.A., Ph.D. (Pittsburgh 2000, 2003) [2003]

SANFORD B. KRANTZ, Professor of Medicine, Emeritus B.A., B.S., M.D. (Chicago 1954, 1955, 1959) [1970]

HEATHER KRETH, Assistant Professor of Clinical Psychiatry B.A. (William and Mary 2004); Psy.D. (MSPP 2008) [2013]

SAPNA P. KRIPALANI, Assistant Professor of Clinical Medicine B.S., M.D. (Emory 1995, 1999) [2007]

SUNIL KRIPALANI, Associate Professor of Medicine B.A. (Rice 1993); M.D. (Baylor 1997); M.Sc. (Emory 2001) [2007]

MARVIN W. KRONENBERG, Professor of Medicine; Professor of Radiology and Radiological Sciences B.A. (Miami [Ohio] 1965); M.D. (Ohio State 1969) [2002]

SUSAN F. KROOP, Assistant Professor of Medicine B.A., M.D. (Cornell 1978, 1982) [2001]

ELIZABETH DUKE KRUEGER, Associate Clinical Professor of Pediatrics B.S. (Middle Tennessee State 1975); M.D. (Vanderbilt 1979) [1983]

JOHN G. KUCHTEY, Research Assistant Professor of Ophthalmology and Visual Sciences B.A., Ph.D. (Cornell 1985, 1998) [2005]

RACHEL KUCHTEY, Associate Professor of Ophthalmology and Visual Sciences M.D. (West China University of Medical Sciences 1991); Ph.D. (Cornell 1999) [2005]

JOHN E. KUHN, Associate Professor of Orthopaedic Surgery and Rehabilitation B.S. (SUNY, Syracuse 1982); M.D. (Michigan 1988) [2003]

TARAH M. KUHN, Assistant Professor of Clinical Psychiatry B.A. (CUNY, Hunter College 1994); M.A., Ph.D. (Adelphi 1998, 2003) [2004]

YAA ABOAGYEWA KUMAH-CRYSTAL, Instructor in Clinical Pediatrics; Research Fellow in Biomedical Informatics M.A., B.A. (Johns Hopkins 2003, 2003); M.D. (Vanderbilt 2008) [2014]

STEPHANIE C. KURITA, Assistant Professor of Radiology and Radiological Sciences B.S. (Tennessee, Martin 2001); M.D. (Tennessee, Memphis 2005) [2010]

DANIEL KURNIK, Adjunct Research Assistant Professor of Medicine M.D. (Aachen [Germany] 1987) [2008]

BRYAN R. KURTZ, Assistant Clinical Professor of Obstetrics and Gynecology B.S. (Boston College 1982); M.D. (Tennessee 1987) [1991]

OSCAR KURUVILLA, Instructor in Ophthalmology and Visual Sciences B.A. (Case Western Reserve 2005); M.D. (Ohio State 2010) [2014]

SCOTT J. KUTSCHER, Assistant Professor of Neurology B.S. (SUNY, Binghamton 2003); M.D. (Buffalo 2007) [2012]

WILLIAM H. KUTTEH, Clinical Professor of Obstetrics and Gynecology B.A. (Wake Forest 1975); Ph.D. (Alabama, Birmingham 1981); M.D. (Wake Forest 1985) [2012]

KENT KYGER, Associate Clinical Professor of Psychiatry B.S. (Oklahoma 1954); M.D. (Vanderbilt 1958) [1968]

ANNETTE E. A. KYZER, Clinical Instructor in Obstetrics and Gynecology B.A. (Tennessee 1988); M.D. (Tulane 1995) [1999]

CARLO LA VECCHIA, Adjunct Professor of Medicine M.D. (Milan [Italy] 1979); M.Sc. (Oxford [U.K.] 1983) [2002]

ROBERT F. LABADIE, Professor of Otolaryngology; Professor of Biomedical Engineering B.S. (Notre Dame 1988); Ph.D., M.D. (Pittsburgh 1995, 1996) [2005]

JOSEPH D. LABARBERA, Associate Professor of Clinical Psychiatry A.B. (Brown 1973); M.A., Ph.D. (Vanderbilt 1975, 1977) [1978]

JOSHUA E. LABRIN, Assistant Professor of Medicine; Assistant Professor of Pediatrics B.A. (Taylor 1998); M.D. (Temple 2003) [2009]

LISA L. LACHENMYER, Assistant in Urologic Surgery B.A. (Guilford 1998); M.S.N. (Vanderbilt 2005) [2007]

DANA BORDEN LACY, Associate Professor of Pathology, Microbiology, and Immunology; Associate Professor of Biochemistry B.S. (North Carolina 1994); Ph.D. (California, Berkeley 1999) [2006]

SHELTON LACY, Assistant in Medicine; Instructor in Clinical Nursing B.S. (Centre 2007); M.S.N. (Vanderbilt 2010) [2010]

CHERYL L. LAFFER, Professor of Medicine B.S. (California Institute of Technology 1975); Ph.D. (Wisconsin 1981); M.D. (Miami [Florida] 1985) [2012]

ANDRE H. LAGRANGE, Associate Professor of Neurology B.S. (University of Washington 1987); Ph.D., M.D. (Oregon Health and Science 1996, 1997) [2002]

ELIZABETH LAKE, Assistant Professor of Clinical Neurology B.S. (Duke 2002); M.D. (Kentucky, Lexington 2007) [2014]

WENDELL LAKE, Instructor in Clinical Neurological Surgery B.S. (Eastern Kentucky 1997); B.S., M.S., M.D. (Kentucky, Lexington 1999, 2001, 2007) [2014]

CARMEL COLGROVE LAKHANI, Assistant Clinical Professor of Psychiatry B.S. (California, Davis 1996); M.D. (Vanderbilt 2001) [2009]

VIPUL T. LAKHANI, Assistant Professor of Medicine B.S. (Duke 1997); M.D. (Vanderbilt 2001) [2006]

HIND LAL, Assistant Professor of Medicine B.Sc. (Kamla Nehru Institute [India] 1996); M.Sc., Ph.D. (Avadh [India] 1999, 2005) [2014]

FRED S. LAMB, Cornelius Vanderbilt Chair; Professor of Pediatrics; Professor of Molecular Physiology and Biophysics B.S., Ph.D., M.D. (Michigan 1982, 1989, 1989) [2011]

VITA LAMBERSON, Instructor in Clinical Pediatrics B.A. (Bucknell 2006); M.D. (Cincinnati 2011) [2014]

PHILIP E. LAMMERS, Assistant Professor of Internal Medicine at Meharry Medical College; Adjunct Assistant Professor of Medicine B.S. (Notre Dame 2000); M.S., M.D. (Indiana, Indianapolis 2003, 2006) [2013]

AUBREY A. LAMPTEY, Clinical Instructor in Pediatrics M.B.Ch.B (Ghana 1988) [2002]

PETER MICHAEL LAMS, Assistant Professor of Radiology and Radiological Sciences M.B.B.S. (London [U.K.] 1967) [2003]

CLAUDIO FRANCO LANATA, Adjunct Professor of Pediatrics M.D. (Universidad Peruana 'Cayetano Heredia' [Peru] 1977); M.P.H. (Johns Hopkins 1983) [2014]

LISA HOOD LANCASTER, Associate Professor of Medicine; Adjunct Associate Professor of Nursing B.S. (Georgia 1989); M.D. (Medical College of Georgia 1993) [1999]

JEFFREY A. LANDMAN, Adjunct Associate Professor of Radiology and Radiological Sciences B.S. (Michigan 1973); M.D. (Michigan State 1979) [2000]

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ERWIN J. LANDON, Associate Professor of Pharmacology, Emeritus B.S., M.D. (Chicago 1945, 1948); Ph.D. (California, Berkeley 1953) [1959]

JANNA S. LANDSPERGER, Assistant in Medicine; Adjunct Instructor in Nursing B.S. (Indiana, Bloomington 2004); M.S.N. (Vanderbilt 2006) [2010]

JENNIFER LANE, Instructor in Clinical Medicine; Instructor in Clinical Pediatrics B.S. (Mississippi 1996); M.S. (Memphis 2000); M.D. (Tennessee, Memphis 2007) [2012]

LYNDA DENTON LANE, Senior Associate in Medicine B.S., M.S. (Texas Woman's 1978, 1987) [1996]

RICHARD G. LANE, Instructor in Clinical Medicine A.B. (Franklin and Marshall 1969); M.D. (Tennessee, Memphis 1973) [2004]

MATTHEW J LANG, Associate Professor of Chemical and Biomolecular Engineering; Associate Professor of Molecular Physiology and Biophysics B.S. (Rochester 1992); Ph.D. (Chicago 1997) [2010]

KIM LANGLEY, Assistant Clinical Professor of Pediatrics B.A. (Pomona 1967); M.D. (Harvard Medical 1972) [2010]

ANTHONY J. LANGONE, Associate Professor of Medicine B.A. (Cornell 1992); M.D. (SUNY, Buffalo 1996) [2002]

SUSAN E. BEHR LANGONE, Associate Clinical Professor of Pediatrics B.S. (Rochester 1992); M.D. (SUNY, Buffalo 1996) [1999]

SHANNON M. LANGSTON, Assistant Professor of Emergency Medicine B.A. (East Carolina 2002); M.D. (Ben Gurion [Israel] 2007) [2010]

DAVID L. LANIER, Clinical Instructor in Emergency Medicine B.A., M.D. (North Carolina 1990, 1995) [2007]

DEBORAH A. LANNIGAN, Associate Professor of Pathology, Microbiology, and Immunology; Associate Professor of Cancer Biology B.Sc. (Guelph [Canada] 1980); M.Sc. (Toronto [Canada] 1982); Ph.D. (Rochester 1987) [2012]

LOUISE LANTIER, Research Instructor in Molecular Physiology and Biophysics M.E. (École de Biologie Industrielle 2007); Ph.D. (Université René Descartes, Paris V [France] 2010) [2014]

ROBIN E. LAPRE, Assistant Professor of Clinical Medicine A.B., M.D. (Dartmouth 1990, 1996) [2001]

MELISSA K. LASATER, Associate in Orthopaedic Surgery and Rehabilitation B.S. (Belmont 2004); M.S.N. (Vanderbilt 2010) [2010]

THOMAS A. LASKO, Assistant Professor of Biomedical Informatics B.S., M.D. (California, San Diego 1991, 2000); Ph.D. (Massachusetts Institute of Technology 2007) [2010]

KEN LAU, Assistant Professor of Cell and Developmental Biology B.Sc., Ph.D. (Toronto [Canada] 2002, 2008) [2013]

THOMAS J. LAVIE, Assistant Clinical Professor of Psychiatry B.S., B.A., M.D. (Louisiana State 1982, 1983, 1988) [2006]

PATRICK J. LAVIN, Professor of Neurology; Professor of Ophthalmology and Visual Sciences B.A.O., M.B.B.Ch. (National University of Ireland 1970, 1970) [1983]

JANICE C. LAW, Assistant Professor of Ophthalmology and Visual Sciences B.A. (Miami [Ohio] 1999); M.D. (Wright State 2003) [2007]

DAVID W. LAWHORN, Assistant Clinical Professor of Emergency Medicine B.A. (Tennessee 1975); M.D. (Tennessee, Memphis 1988) [1998]

ALICE P. LAWRENCE, Assistant Professor of Pediatrics B.A. (Rutgers, Newark 1977); M.D. (Pennsylvania State 2005) [2011]

LAURIE M. LAWRENCE, Assistant Professor of Emergency Medicine; Assistant Professor of Pediatrics M.D. (Vanderbilt 1983) [2006]

LAURA LOUISE LAWSON, Clinical Instructor in Surgery B.A. (West Virginia 1994); M.D. (Vanderbilt 1998) [2007]

MARK A. LAWSON, Assistant Professor of Medicine; Assistant Professor of Radiology and Radiological Sciences B.S.E.E. (Christian Brothers 1984); M.D. (Tennessee, Memphis 1988) [2002]

WILLIAM E. LAWSON, Associate Professor of Medicine B.S. (Tennessee Technological 1992); M.D. (Tennessee, Memphis 1996) [2004]

ALEXANDER R. LAWTON III, Professor of Pediatrics, Emeritus B.A. (Yale 1960); M.D. (Vanderbilt 1964) [1980]

WILLIAM LAYMAN, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (The Citadel 1995); D.M.D. (Medical University of South Carolina 2001) [2009]

NAM T. LE, Assistant Professor of Radiology and Radiological Sciences B.S. (California, Berkeley 1992); M.D. (Meharry Medical 2008) [2013]

TRUC MINH LE, Assistant Professor of Pediatrics A.B., A.M. (Harvard 1997, 1997); M.D. (Vanderbilt 2002) [2013]

ERIN J. LEAHY, Assistant Professor of Clinical Medicine B.S. (New York 1999); M.D. (Medical College of Wisconsin 2007) [2012]

MONICA LEDOUX, Adjunct Assistant Professor of Medicine M.D. (Ludwig-Maximilians-Universit t [Germany] 1993) [2014]

CARLA TUCKER LEE, Assistant Clinical Professor of Medicine B.S. (Vanderbilt 1989); Ph.D. (Harvard 1996); M.D. (Vanderbilt 2001) [2006]

CHRISTOPHER DAVID LEE, Assistant Professor of Neurology B.S. (Davidson 2000); M.D. (Wake Forest 2004) [2009]

DONALD H. LEE, Professor of Orthopaedic Surgery and Rehabilitation B.S. (Georgetown 1977); M.D. (West Virginia 1982) [2005]

ETHAN LEE, Associate Professor of Cell and Developmental Biology; Associate Professor of Pharmacology B.A. (Rice 1987); Ph.D., M.D. (Texas, Southwestern Medical 1997, 1997) [2003]

EUN-SOOK LEE, Assistant Professor of Neurology at Meharry Medical College; Adjunct Associate Professor of Pharmacology B.S. (Hyosung [Korea] 1985); Ph.D. (Florida Agricultural and Mechanical 1999) [2008]

EVON BATEY LEE, Associate Professor of Pediatrics; Associate Professor of Psychiatry B.A., M.A., Ph.D. (Vanderbilt 1976, 1978, 1980) [1981]

GEORGE S. LEE, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Weber State 1995); D.D.S. (Northwestern 1999); M.D. (Vanderbilt 2002) [2007]

HYEJEONG LEE, Research Instructor in Pediatrics B.S. (Incheon [Korea] 1991); M.S., Ph.D. (Korea 1994, 2000) [2012]

JENNIFER J. LEE, Assistant Clinical Professor of Medicine B.S. (Maryland 1998); M.D. (Harvard Medical 2003) [2010]

LAURA ANNE LEE, Associate Professor of Cell and Developmental Biology B.A. (Rice 1987); Ph.D., M.D. (Texas, Southwestern Medical 1996, 1996) [2003]

LORRI A. LEE, Professor of Anesthesiology; Professor of Neurological Surgery B.S. (Duke 1985); M.D. (West Virginia 1989) [2013]

MARK A. LEE, Associate Clinical Professor of Pediatrics B.S. (Auburn 1990); M.D. (Alabama, Birmingham 1994) [1997]

MYUNG A. LEE, Associate Professor of Psychiatry M.D. (Ewha Womans [Korea] 1976) [1996]

STANLEY M. LEE, Associate Clinical Professor of Medicine; Associate Clinical Professor of Pediatrics B.A., M.D. (Trinity, Dublin [Ireland] 1967, 1970) [1989]

TAEKYU LEE, Research Assistant Professor of Biochemistry B.Sc. (Roger Williams 1988); M.A. (Johns Hopkins 1991); Ph.D. (Toronto [Canada] 1995) [2009]

GEORGE R. LEE III, Assistant Clinical Professor of Neurology B.A. (Emory 1992); M.S. (Georgia State 1995); M.D. (Medical College of Georgia 1999) [2006]

WILLIAM F. LEE, Assistant Professor of Clinical Obstetrics and Gynecology B.S. (Alabama 1993); M.D. (Mississippi 1997) [2003]

H. BRIAN LEEPER, Clinical Professor of Pediatrics B.S. (Tennessee, Martin 1979); M.D. (Tennessee, Memphis 1983) [1986]

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LEWIS LEFKOWITZ, JR., Professor of Preventive Medicine, Emeritus B.A. (Denison 1951); M.D. (Texas, Southwestern Medical 1956) [1965]

BRIAN D. LEHMANN, Research Assistant Professor of Biochemistry B.S. (Illinois, Chicago 2000); Ph.D. (East Carolina 2007) [2012]

CHRISTOPH U. LEHMANN, Professor of Pediatrics; Professor of Biomedical Informatics M.D. (Westf lische Wilhelms-Universit t M nster [Germany] 1990) [2012]

HEATHER R. LEHMANN, Assistant Clinical Professor of Pediatrics B.S. (North Carolina 2000); M.D. (East Carolina 2005) [2008]

CHARLES LEI, Assistant Professor of Emergency Medicine B.A. (Harvard 2006); M.D. (Harvard Medical 2010) [2014]

LI LEI, Assistant in Biochemistry B.S. (Luzhou Medical [China] 1987); M.D. (West China University of Medical Sciences 1987) [2004]

CHRISTINA M. LEINER-LOHSE, Assistant Clinical Professor of Pediatrics B.S. (Illinois, School of Nursing 1999); M.D. (Ross 2003) [2007]

DANIEL J. LENIHAN, Professor of Medicine B.A. (Tennessee 1988); M.D. (Tennessee, Memphis 1988) [2009]

CARRIE ANNA LENNEMAN, Adjunct Assistant Professor B.S. (University of the South 1999); M.D. (Medical University of South Carolina 2003) [2010]

JOHN M. LEONARD, Professor Emeritus of Medicine B.A. (Florida State 1963); M.D. (Vanderbilt 1967) [1974]

MARTHA LEONARD, Assistant Professor of Clinical Medicine B.S. (Lipscomb 1994); M.D. (Tennessee, Memphis 1999) [2013]

GALINA I. LEPESHEVA, Research Associate Professor of Biochemistry M.S. (Belarusian State Polytechnical 1983); Ph.D. (Institute of Bioorganic Chemistry [Belarus] 1993) [2002]

STEPHEN LETCHFORD, Adjunct Assistant Professor of Pediatrics B.S. (Cornell 1983); M.D. (Texas, Galveston 1987) [2011]

DONNA W. LETT, Associate Clinical Professor of Pediatrics B.S. (Austin Peay State 1984); M.D. (Tennessee, Memphis 1988) [2007]

JEFFREY E. LEVEA, Assistant Professor of Clinical Medicine B.S. (Texas Tech University 2005); M.D. (Texas, Houston 2009) [2012]

REAGAN R. LEVERETT, Assistant Professor of Clinical Radiology and Radiological Sciences B.S. (Purdue 1996); M.S., M.D. (Louisville 2000, 2003) [2012]

PAT R. LEVITT, Adjunct Professor of Pharmacology B.A. (Chicago 1975); Ph.D. (California, Berkeley 1978) [2002]

RACHEL LEVY-OLOMUCKI, Clinical Instructor in Pediatrics M.D. (Hebrew University of Jerusalem [Israel] 1992) [2013]

ADELE M. LEWIS, Assistant Clinical Professor of Pathology, Microbiology, and Immunology B.A. (Bowdoin 1993); M.D. (Alabama, Birmingham 1997) [2007]

CONNIE M. LEWIS, Assistant in Medicine B.S.N., M.S.N. (Alabama, Huntsville 1996, 1997) [2008]

JULIA B. LEWIS, Professor of Medicine B.S., M.D. (Illinois, Champaign 1976, 1980) [1986]

LARRY M. LEWIS, Clinical Instructor in Pathology, Microbiology, and Immunology Ph.D. (Cleveland State 1977) [1981]

SUSAN M. LEWIS, Instructor in Clinical Obstetrics and Gynecology B.S.N. (Tennessee State 1993); M.S.N. (Vanderbilt 1998) [2012]

THOMAS J. LEWIS, JR., Assistant Clinical Professor of Medicine B.S. (Georgia Institute of Technology 1985); M.D. (Medical College of Georgia 1989) [1995]

CHUN LI, Associate Professor of Biostatistics B.A. (Nankai [China] 1992); M.S. (Ohio State 1998); Ph.D. (Michigan 2002) [2002]

JUN LI, Associate Professor of Neurology M.D. (Anhui [China] 1985); Ph.D. (Hahnemann Medical 1995) [2009]

MING LI, Research Associate Professor of Biostatistics B.A. (Nankai [China] 1995); M.S., Ph.D. (Michigan 1999, 2002) [2004]

HONG-JUN LIAO, Research Assistant Professor of Medicine M.D., M.Sc. (Second Military Medical [China] 1984, 1991) [2001]

ROMINA P. LIBSTER, Adjunct Assistnt Professor of Pediatrics B.S., M.D., M.S. (Buenos Aires [Argentina] 1997, 2003, 2011) [2012]

DAVID G. LIDDLE, Assistant Professor of Orthopaedic Surgery and Rehabilitation; Assistant Professor of Medicine B.S., M.D. (Utah 2003, 2007) [2011]

HARRIS LIEBERMAN, Adjoint Assistant Professor of Hearing and Speech Sciences A.B. (Franklin and Marshall 1972); M.A., Ph.D. (Florida 1972, 1997) [2010]

DANIEL C. LIEBLER, Professor of Biochemistry; Professor of Biomedical Informatics; Professor of Pharmacology B.S. (Villanova 1980); Ph.D. (Vanderbilt 1984) [2003]

RICHARD W. LIGHT, Professor of Medicine B.S. (Colorado 1964); M.D. (Johns Hopkins 1968) [1997]

FRANCES E. LIKIS, Research Assistant Professor of Medicine B.S., M.S.N. (Vanderbilt 1993, 1994); Dr.P.H. (North Carolina 2006) [1997]

ROBERT HOWARD LILLARD, JR., Assistant Clinical Professor of Pediatrics B.S. (Rhodes College 1989); M.D. (Alabama, Birmingham 1993) [1999]

CHEE C. LIM, Assistant Professor of Medicine; Assistant Professor of Molecular Physiology and Biophysics B.S. (Stevens Institute of Technology 1987); M.S. (Pennsylvania State 1990); Ph.D. (Boston University 2000) [2006]

NOEL P. LIM, Assistant Clinical Professor of Neurology B.S. (Velez [Philippines] 1989); M.D. (Cebu Institute of Medicine [Philippines] 1993) [2002]

LEE E. LIMBIRD, Adjunct Professor of Medical Education and Administration B.A. (Wooster 1970); Ph.D. (North Carolina 1973) [1979]

SUSIE LIN, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (SUNY, Stony Brook 1993); D.D.S. (New York 1998); M.D. (Vanderbilt 2001) [2013]

AVRIEL LINANE, Instructor in Clinical Neurology B.S. (University of Washington 2005); D.O. (Lake Erie College of Osteopathic Medicine 2009) [2014]

CARRIE HOLLOWAY LIND, Assistant Professor of Clinical Pediatrics B.A. (Tennessee 2004); M.D. (Tennessee, Memphis 2004) [2012]

CHRISTOPHER D. LIND, Professor of Medicine B.A. (Pomona 1977); M.D. (Vanderbilt 1981) [1988]

MARY LOU LINDEGREN, Associate Professor of Pediatrics B.S., M.D. (Duke 1981, 1986); M.P.H. (Emory 2010) [2010]

CRAIG W. LINDSLEY, William K. Warren, Jr. Chair in Medicine; Professor of Pharmacology; Professor of Chemistry B.S. (California State, Chico 1992); Ph.D. (California, Santa Barbara 1996) [2006]

FRANK WEN-YUNG LING, Clinical Professor of Obstetrics and Gynecology A.B. (Wabash 1970); M.D. (Texas, Southwestern Medical 1974) [2004]

ANDREW J. LINK, Associate Professor of Pathology, Microbiology, and Immunology; Assistant Professor of Biochemistry B.S., B.A., M.A. (Washington University 1987, 1987, 1987); Ph.D. (Harvard 1994) [1999]

CATHERINE R. LINN, Assistant Professor of Clinical Medicine B.A. (William and Mary 1994); M.D. (Vanderbilt 2002) [2005]

MACRAE F. LINTON, Dr. Stephen J. Schillig, Jr. and Mary Schillig Chair in Medicine; Professor of Medicine; Professor of Pharmacology B.S. (Tulane 1978); M.D. (Tennessee, Memphis 1985) [1993]

ANDREW J. LIPNIK, Assistant Professor of Clinical Radiology and Radiological Sciences B.S., M.D. (Michigan 1999, 2004) [2013]

LISA LIPPINCOTT, Assistant in Psychiatry B.S.N. (University of the State of New York Regents College 2000); M.S.N. (South Alabama 2006) [2013]

M. JANIE LIPPS, Assistant in Medicine B.S.N., M.S.N. (Medical College of Virginia 1976, 1980) [2002]

NANCY B. LIPSITZ, Assistant Clinical Professor of Obstetrics and Gynecology B.A. (Brown 1987); M.D. (Rochester 1993) [1998]

LOREN P. LIPWORTH, Research Associate Professor of Medicine Sc.B. (Brown 1991); Sc.D. (Harvard 1996) [2011]

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MICHAEL R. LISKE, Associate Clinical Professor of Pediatrics B.S. (Oral Roberts 1984); M.D. (Michigan 1989) [2003]

JOSEPH A. LITTLE III, Clinical Instructor in Pediatrics B.A., M.D. (Vanderbilt 1972, 1977) [2012]

DANDAN LIU, Assistant Professor of Biostatistics B.S. (Fudan [China] 2002); M.A. (Missouri 2005); Ph.D. (Michigan 2010) [2011]

QI LIU, Research Assistant Professor of Biomedical Informatics B.S., M.S. (Hunan [China] 1997, 2000); Ph.D. (Shanghai Jiao Tong [China] 2003) [2013]

QINGDU LIU, Research Assistant Professor of Medicine Ph.D. (University of Science and Technology of China, Hefei 2000) [2008]

C. MICHAEL LOCKE, Assistant Clinical Professor of Oral and Maxillofacial Surgery D.M.D. (Alabama, Birmingham 1993); M.D. (Vanderbilt 1996) [2003]

CHRISTI M. LOCKLEAR, Assistant in Medicine M.S.N. (Vanderbilt 2006) [2012]

MARY CAROLINE LOGHRY, Assistant Clinical Professor of Pediatrics B.S. (Tennessee Technological 1988); M.D. (Meharry Medical 2003) [2006]

JOHN T. LOH, Research Assistant Professor of Medicine B.Sc., Ph.D. (Michigan State 1988, 1994) [2002]

SAMER LOLEH, Assistant Clinical Professor of Pediatrics M.D. (Damascus [Syria] 1996) [2007]

JEFFERSON P. LOMENICK, Associate Professor of Pediatrics B.S., M.D. (Vanderbilt 1994, 1998) [2008]

KIMBERLY D. LOMIS, Associate Dean for Undergraduate Medical Education; Associate Professor of Medical Education and Administration; Associate Professor of Surgery B.A. (Texas 1988); M.D. (Texas, Southwestern Medical 1992) [1998]

JIRONG LONG, Associate Professor of Medicine B.A., M.S., Ph.D. (Sichuan Agricultural University [China] 1994, 1997, 2001) [2004]

LIBBY LONG, Clinical Instructor in Pediatrics B.A. (Northwestern 1996); M.D. (Illinois, College of Medicine, Chicago 2000) [2012]

RUTH BARRON LONG, Clinical Professor of Pediatrics B.S. (Auburn 1978); M.D. (Vanderbilt 1982) [2007]

WILLIAM R. LONG, Clinical Professor of Pediatrics B.S. (Vanderbilt 1969); M.D. (Kentucky, Lexington 1973) [1976]

COLIN G. LOONEY, Assistant Professor of Clinical Orthopaedic Surgery and Rehabilitation B.S. (Washington and Lee 1996); M.D. (Duke 2001) [2009]

PETER T. LOOSEN, Professor of Psychiatry, Emeritus M.D., Ph.D. (Munich [Germany] 1970, 1974) [1986]

CARLOS F. LOPEZ, Assistant Professor of Cancer Biology; Assistant Professor of Biomedical Engineering B.S. (Miami 1998); Ph.D. (Pennsylvania 2004) [2012]

ASHLEY J. LORD, Assistant in Medicine B.S.N. (Clemson 2003); M.S.N. (Vanderbilt 2010) [2010]

NANCY M. LORENZI, Assistant Vice Chancellor for Health Affairs; Professor of Biomedical Informatics A.B. (Youngstown State 1966); M.S. (Case Western Reserve 1968); M.A. (Louisville 1975); Ph.D. (Cincinnati 1980); PhD,HSM [2001]

WHITNEY A. LORING, Assistant Professor of Pediatrics; Assistant Professor of Psychiatry B.S. (Florida 2002); M.A. (Argosy 2005); Psy.D. (Georgia Professional School of Psychology 2008) [2011]

RICHARD R. LOTSHAW, Assistant Professor of Clinical Obstetrics and Gynecology B.S. (Ohio State 1981); M.D. (West Virginia 1988) [2008]

STEVEN A. LOVEJOY, Assistant Professor of Orthopaedic Surgery and Rehabilitation B.S. (Kentucky, Lexington 1976); M.D. (West Virginia 1980) [2006]

CHRISTINE M. LOVLY, Assistant Professor of Medicine; Assistant Professor of Cancer Biology B.A. (Johns Hopkins 1997); Ph.D., M.D. (Washington University 2006, 2006) [2012]

JAMIE D. LOWE, Assistant in Medicine B.S.N. (Western Kentucky 2006); M.S.N. (Vanderbilt 2011) [2012]

LISA L. LOWE, Clinical Professor of Pediatrics B.S. (Middle Tennessee State 1980); M.D. (East Tennessee State 1984) [2007]

WHITSON LOWE, Assistant Clinical Professor of Urologic Surgery B.A. (Yale 1981); M.D. (Vanderbilt 1986) [1992]

DEBORAH E. LOWEN, Associate Professor of Pediatrics B.S. (Duke 1989); M.D. (Wake Forest 1993) [2010]

JAMES E. LOYD, Rudy W. Jacobson Chair in Pulmonary Medicine; Professor of Medicine B.S., M.D. (West Virginia 1969, 1973) [1983]

JOHNNY CHEN LU, Clinical Instructor in Pediatrics B.A. (Yale 2005); M.D. (Vanderbilt 2009) [2012]

JOHN A. LUCAS III, Assistant Professor of Clinical Obstetrics and Gynecology B.S. (Mississippi 1970); M.D. (Alabama, Birmingham 1974) [2009]

JONATHAN D. LUCAS, Assistant Professor of Clinical Oral and Maxillofacial Surgery B.A. (Mississippi 1991); D.D.S. (Tennessee 1997) [2008]

GWYNETTA M. LUCKETT, Assistant Clinical Professor of Pediatrics B.S. (Alabama State 1994); M.D. (South Alabama 1998) [2008]

FRIEDRICH C. LUFT, Adjunct Professor of Medicine B.A. (Colorado College 1964); M.D. (Thomas Jefferson 1968) [2012]

ZIGMUND A. LUKA, Research Professor of Biochemistry B.S. (Grodno [Belarus] 1972); Ph.D. (National Academy of Sciences [Belarus] 1978) [1999]

WILFRED A. LUMBANG, Assistant Professor of Medicine B.A. (Guam 1995); M.D. (Vermont 2000) [2011]

WILLIAM E. LUMMUS, Assistant Professor of Emergency Medicine B.S. (Birmingham-Southern 1990); M.D. (Alabama, Birmingham 1994) [1998]

ELIZABETH LUNBECK, Nelson O.Tyrone, Jr., Chair in American History; Professor of History; Professor of Psychiatry B.A. (Duke 1975); Ph.D. (Harvard 1984) [2006]

LEA ANN LUND, Clinical Instructor in Pediatrics B.S. (Tennessee 1998); M.D. (Tennessee, Memphis 2003) [2008]

HAOXIANG LUO, Associate Professor of Mechanical Engineering; Assistant Professor of Otolaryngology B.S., M.S. (Tsinghua [China] 1996, 1999); Ph.D. (California, San Diego 2004) [2007]

WEIFENG LUO, Research Instructor in Surgery B.S. (Xinxiang Medical College[China] 1986); M.S. (Henan Medical [China] 1995); Ph.D. (Chinese Academy of Preventive Medicine 2001) [2014]

WENTIAN LUO, Research Instructor in Medicine B.S. (Shanghai Medical [China] 1982); M.D. (Xi'an Medical [China] 1990); Ph.D. (Nagasaki [Japan] 1997) [2006]

YU LUO, Assistant Professor of Radiology and Radiological Sciences B.S., M.S. (China Pharmaceutical 1987, 1992); Ph.D., M.D. (Wayne State 1998, 2005) [2012]

MELANIE LUTENBACHER, Associate Professor of Nursing; Associate Professor of Pediatrics B.S.N. (Texas 1974); M.S.N. (California State 1986); Ph.D. (Kentucky, Lexington 1994) [1993]

TERRY P. LYBRAND, Professor of Chemistry; Professor of Pharmacology B.S. (South Carolina 1980); Ph.D. (California, San Francisco 1984) [2000]

JOHN B. LYNCH, Professor of Plastic Surgery, Emeritus B.S. (Vanderbilt 1949); M.D. (Tennessee, Memphis 1952) [1973]

CAMILA B. LYON, Assistant Professor of Anesthesiology B.S. (Virginia Polytechnic Institute 2005); M.D. (Pennsylvania State 2009) [2014]

JI MA, Adjoint Assistant Professor of Pediatrics M.D., Ph.D. (Shanghai Medical [China] 1993, 1998); M.S.C.I. (Vanderbilt 2005) [2002]

IAN G. MACARA, Louise B. McGavock Chair; Professor of Cell and Developmental Biology; Chair of the Department of Cell and Developmental Biology B.Sc., Ph.D. (Sheffield [U.K.] 1970, 1974) [2012]

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ROBERT L. MACDONALD, Gerald M. Fenichel Chair in Neurology; Professor of Neurology; Professor of Molecular Physiology and Biophysics; Professor of Pharmacology; Chair of the Department of Neurology S.B. (Massachusetts Institute of Technology 1966); Ph.D., M.D. (Virginia 1969, 1973) [2001]

JAMES R. MACDONALD, Instructor in Clinical Medicine; Instructor in Clinical Pediatrics B.S., M.D. (Dalhousie [Canada] 1991, 1995) [2004]

RACHEL LENOX MACE, Associate Professor of Clinical Pediatrics B.S. (Purdue 1982); M.D. (Vanderbilt 1986) [1989]

JOHN W. MACEY, JR., Clinical Instructor in Obstetrics and Gynecology B.A., M.D. (Vanderbilt 1982, 1986) [1991]

JASON MACGURN, Assistant Professor of Cell and Developmental Biology B.A. (Chicago 2000); Ph.D. (California, San Francisco 2007) [2013]

JAMES J. MADDEN, JR., Assistant Professor of Plastic Surgery B.S., M.D. (Georgetown 1962, 1966) [2006]

LISETTE ANNE MADDISON, Research Instructor in Molecular Physiology and Biophysics B.S. (Puget Sound 1992); Ph.D. (Baylor 2003) [2013]

MEENAKSHI S. MADHUR, Assistant Professor of Medicine B.S. (Duke 1996); Ph.D., M.D. (Virginia 2003, 2005) [2012]

MARK A. MAGNUSON, Louise B. McGavock Chair; Professor of Molecular Physiology and Biophysics; Professor of Cell and Developmental Biology; Professor of Medicine B.A. (Luther 1975); M.D. (Iowa 1979) [1987]

ANITA MAHADEVAN-JANSEN, Orrin H. Ingram Chair in Biomedical Engineering; Professor of Biomedical Engineering; Professor of Neurological Surgery B.S., M.S. (Bombay [India] 1988, 1990); M.S., Ph.D. (Texas 1993, 1996) [1997]

ROSEANN MAIKIS, Clinical Instructor in Obstetrics and Gynecology B.S. (Boston College 1992); M.D. (Stony Brook 1996) [2000]

SUSAN M. KRISINSKI MAJKA, Associate Professor of Medicine; Associate Professor of Pathology, Microbiology, and Immunology; Associate Professor of Cell and Developmental Biology B.S. (Rutgers 1992); Ph.D. (New Mexico 1997) [2012]

AMY S. MAJOR, Associate Professor of Medicine; Associate Professor of Pathology, Microbiology, and Immunology B.S. (Wheeling Jesuit 1991); Ph.D. (West Virginia, Parkersburg 1998) [2002]

CHERYL W. MAJOR, Senior Associate in Pediatrics B.S.N. (Skidmore 1968) [1997]

ARNOLD W. MALCOLM, Cornelius Vanderbilt Chair in Radiation Oncology; Professor of Radiation Oncology; Chair of the Department of Radiation Oncology B.A. (Kent State 1969); M.D. (Meharry Medical 1973) [2005]

CHRISTOPHER T. MALEY, Assistant Professor of Clinical Psychiatry B.A. (Memphis 1994); M.D. (Tennessee, Memphis 2006) [2010]

BRADLEY A. MALIN, Associate Professor of Biomedical Informatics; Associate Professor of Computer Science B.S., M.S., M.Phil., Ph.D. (Carnegie Mellon 2000, 2002, 2003, 2006) [2006]

SIMON A. MALLAL, Major E.B. Stahlman Chair in Infectious Diseases; Professor of Pathology, Microbiology, and Immunology; Professor of Medicine M.B.B.S. (Western Australia 1983) [2013]

ROBERT E. MALLARD, Clinical Professor of Pediatrics B.A. (Rochester 1971); M.D. (Vanderbilt 1974) [1977]

MELINDA B. MALLETTE, Clinical Instructor in Pediatrics B.S. (Middle Tennessee State 2000); M.D. (Tennessee, Memphis 2004) [2012]

NASREEN MALLIK, Assistant Clinical Professor of Psychiatry M.B.B.S. (Jawaharlal Nehru [India] 1989) [2004]

EMILY MALONE, Clinical Instructor in Pediatrics B.S. (Alabama 2005); M.D. (Alabama, Birmingham 2009) [2013]

BETH ANN MALOW, Burry Chair in Cognitive Childhood Development; Professor of Neurology; Professor of Pediatrics B.S., M.D. (Northwestern 1984, 1986); M.S. (Michigan 1997) [2003]

SIMON MALTAIS, Assistant Professor of Cardiac Surgery; Assistant Professor of Medicine M.Sc., M.D. (Sherbrooke [Canada] 2003, 2003) [2011]

BRAD E. MALTZ, Assistant Professor of Clinical Medicine B.S. (Florida Atlantic 1998); M.D. (Miami 2003) [2006]

RAVINDER REDDY MANDA, Assistant Professor of Clinical Medicine M.D. (Kakatiya [India] 1990) [2009]

MARY VIRGINIA T. MANLEY, Associate in Psychiatry; Adjunct Professor of Nursing B.S.N., M.S.N. (Vanderbilt 1966, 1981) [1990]

H. CHARLES MANNING, Associate Professor of Radiology and Radiological Sciences; Associate Professor of Neurological Surgery B.Sc. (Tarleton State 2000); Ph.D. (Texas Tech University 2004) [2008]

JOHN F. MANNING, JR., Associate Vice Chancellor for Health Affairs; Senior Associate Dean for Operations and Administration; Assistant Professor of Medical Education and Administration; Chief Administrative Officer B.S. (Worcester Polytechnic Institute 1980); Ph.D. (Notre Dame 1986); M.B.A. (Chicago 1997) [2004]

LINDA G. MANNING, Assistant Professor of Clinical Psychiatry B.S., Ph.D. (Texas 1977, 1988) [1998]

KEVIN M. MAQUILING, Assistant Professor of Clinical Medicine B.A. (Pennsylvania 1987); M.D. (Rush 1991) [2011]

LARRY W. MARKHAM, Associate Professor of Pediatrics; Associate Professor of Medicine B.S. (Belmont 1992); M.D. (East Tennessee State 1996); M.S. (Cincinnati 2006) [2007]

MELINDA H. MARKHAM, Assistant Professor of Clinical Pediatrics B.A. (Hendrix 1992); M.D. (Arkansas 1996) [2007]

PAMELA A. MARKS-SHULMAN, Research Instructor in Surgery B.S. (Tennessee State 1996); M.S. (Middle Tennessee State 1999) [2006]

LAWRENCE J. MARNETT, Associate Vice Chancellor for Research; Senior Associate Dean for Biomedical Sciences; University Professor of Biochemistry and Chemistry; Mary Geddes Stahlman Chair in Cancer Research; Professor of Chemistry; Professor of Pharmacology B.S. (Rockhurst 1969); Ph.D. (Duke 1973) [1989]

SAMUEL R. MARNEY, JR., Associate Professor of Medicine, Emeritus B.A., M.D. (Virginia 1955, 1960) [1968]

DAVID J. MARON, Professor of Medicine; Professor of Emergency Medicine B.A. (Stanford 1976); M.D. (Southern California 1981) [1993]

KRISTIN EHST MARTEL, Assistant Clinical Professor of Pediatrics B.S., M.D. (Vanderbilt 1999, 2003) [2007]

JASON B. MARTIN, Assistant Professor of Family and Community Medicine at Meharry Medical College; Assistant Professor of Clinical Medicine at Vanderbilt B.S. (Tulane 1997); M.D. (South Alabama 2002) [2009]

PETER R. MARTIN, Professor of Psychiatry; Professor of Pharmacology B.Sc., M.D. (McGill [Canada] 1971, 1975); M.Sc. (Toronto [Canada] 1979) [1986]

RAYMOND S. MARTIN III, Associate Clinical Professor of Surgery at St. Thomas Medical Center B.A. (Vanderbilt 1972); M.D. (Johns Hopkins 1976) [1987]

RITA MANRY MARTIN, Assistant in Surgery B.A. (University of the South 2003); M.S.N. (Vanderbilt 2009) [2011]

SARA F. MARTIN, Assistant Professor of Medicine B.S., M.D. (North Carolina 2002, 2006) [2010]

T. JOHN MARTIN, Adjunct Research Professor of Medicine M.B.B.S., M.D., D.Sc. (Melbourne [Australia] 1960, 1969, 1979) [2010]

WILLIAM H. MARTIN, Professor of Radiology and Radiological Sciences; Professor of Medicine B.S. (William and Mary 1971); M.D. (Medical University of South Carolina 1975) [1995]

J. ANDRES MARTINEZ, Assistant Professor of Pediatrics B.S., M.D. (South Alabama 1995, 1999) [2003]

WILLIAM MARTINEZ, Assistant Professor of Medicine A.B. (Dartmouth 1999); M.S. (California, Berkeley 2005); M.D. (California, San Francisco 2007) [2013]

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JEFFREY E. MARTUS, Assistant Professor of Orthopaedic Surgery and Rehabilitation B.S.E., M.S., M.D. (Michigan 1996, 1998, 2001) [2007]

DEBBIE A. MASEMER, Assistant in Surgery B.S.N. (Middle Tennessee State 2000); M.S.N. (Vanderbilt 2006) [2011]

LEILANI M. MASON, Assistant Professor of Clinical Obstetrics and Gynecology B.S. (Alverno 1998); M.S.N. (Marquette 2001) [2009]

PHILLIP R. MASON, Instructor in Orthopaedic Surgery and Rehabilitation B.S., M.D. (South Carolina 2004, 2008) [2014]

PIERRE P. MASSION, Ingram Professor of Cancer Research; Professor of Medicine; Professor of Cancer Biology B.S., M.D. (Universit Catholique de Louvain [Belgium] 1983, 1987) [2001]

DORA SZTIPANOVITS MATHE, Instructor in Clinical Ophthalmology and Visual Sciences B.S. (Washington University 2002); M.S. (Vanderbilt 2004); O.D. (California, Berkeley 2008) [2011]

SIJO MATHEW, Research Assistant Professor of Medicine B.F.A. (Kerala [India] 1998); Ph.D. (Central Food Technological Research Institute [India] 2006) [2012]

JEFFREY A. MATHEWS, Assistant Clinical Professor of Surgery B.S. (Tennessee 1990); M.D. (Memphis 1994) [2012]

LYNN M. MATRISIAN, Adjunct Professor of Cancer Biology B.S. (Bloomsburg 1975); Ph.D. (Arizona 1982) [1986]

ROBERT T. MATTHEWS, Research Associate Professor of Molecular Physiology and Biophysics B.S. (Ursinus 1971); Ph.D. (Florida 1978) [2005]

ROBERT J. MATUSIK, William L. Bray Chair in Urology; Professor of Urologic Surgery; Professor of Cell and Developmental Biology; Professor of Cancer Biology B.S. (Loyola 1970); Ph.D. (Rochester 1976) [1996]

LOUISE ANN MAWN, Associate Professor of Ophthalmology and Visual Sciences; Associate Professor of Neurological Surgery B.A. (Duke 1985); M.D. (Wake Forest 1990) [1998]

G. PATRICK MAXWELL, Assistant Clinical Professor of Plastic Surgery B.S., M.D. (Vanderbilt 1968, 1972) [1981]

ADDISON K. MAY, Professor of Surgery; Professor of Anesthesiology B.A. (Virginia 1982); M.D. (Medical University of South Carolina 1988) [2001]

JAMES M. MAY, Professor of Medicine; Professor of Molecular Physiology and Biophysics B.S. (Yale 1969); M.D. (Vanderbilt 1973) [1986]

KANAH N. MAY, Assistant in Medicine B.S.N. (Grand Canyon 2006); M.S.N. (Vanderbilt 2009) [2010]

MICHAEL E. MAY, Assistant Professor of Medicine B.S. (Spring Hill 1971); Ph.D., M.D. (Medical University of South Carolina 1976, 1978) [1986]

INGRID A. MAYER, Associate Professor of Medicine M.D. (Sao Paulo [Brazil] 1993); M.S.C.I. (Vanderbilt 2006) [2003]

WILLIAM H. MAYNARD, Assistant Professor of Clinical Medicine B.A. (Vanderbilt 1987); M.D. (Tennessee, Memphis 1992) [1996]

PATRICK O'NEAL MAYNORD, Assistant Professor of Pediatrics; Assistant Professor of Anesthesiology B.S. (Tennessee 1999); M.D. (Tennessee, Memphis 2004) [2011]

JACKIEL R. MAYO, Assistant Professor of Radiology and Radiological Sciences M.D. (Cape Town [South Africa] 1968) [1996]

FRANCISCO J. MAYORQUIN, Assistant Clinical Professor of Medicine B.A., M.D. (South Florida 1984, 1989) [1996]

MURRAY J. MAZER, Associate Professor of Radiology and Radiological Sciences; Assistant Professor of Surgery B.Sc., M.D. (Manitoba [Canada] 1965, 1969) [1982]

VIRGINIA B. MAZZONI, Assistant Professor of Clinical Obstetrics and Gynecology B.S. (Clemson 2001); M.D. (Medical University of South Carolina 2005) [2010]

MARY RUTH MCBEAN, Instructor in Clinical Medicine; Instructor in Clinical Pediatrics M.D. (Toronto [Canada] 1978) [2013]

CRAIG F. MCCABE, Clinical Instructor in Ophthalmology and Visual Sciences B.A. (Ohio Northern 1983); M.S. (Illinois State 1986); Ph.D., M.D. (Medical University of South Carolina 1992, 1995) [2002]

DEVIN L. MCCASLIN, Associate Professor of Hearing and Speech Sciences B.S. (Northern Michigan 1992); M.S. (Wayne State 1995); Ph.D. (Ohio State 1999) [2003]

LISA J. MCCAWLEY, Research Associate Professor of Cancer Biology B.A. (Pennsylvania 1992); Ph.D. (Northwestern 1998) [2003]

MARK S. MCCLAIN, Research Associate Professor of Medicine B.S. (Ohio State 1987); Ph.D. (Michigan 1992) [1999]

ROBERT W. MCCLURE, Assistant Clinical Professor of Medicine B.S. (Lipscomb 1982); M.D. (Vanderbilt 1986) [1992]

NICOLE STREIFF MCCOIN, Assistant Professor of Emergency Medicine B.S., M.D. (Vanderbilt 1999, 2003) [2006]

DEBRA J. MCCROSKEY, Instructor in Clinical Pediatrics; Instructor in Clinical Medicine B.S. (Wisconsin, Milwaukee 1983); M.D. (Kansas 1984) [1995]

THOMAS L. MCCURLEY III, Associate Clinical Professor of Pathology, Microbiology, and Immunology B.E., M.D. (Vanderbilt 1970, 1974) [1983]

HEATHER L. MCDANIEL, Assistant Professor of Clinical Pediatrics B.S. (Indiana, Bloomington 1999); M.S. (Indiana-Purdue, Fort Wayne 2000); M.D. (Indiana, Indianapolis 2005) [2011]

KEVIN MCDONAGH, Professor of Medicine B.S., M.D. (Columbia 1980, 1984) [2013]

EDWARD C. MCDONALD, Associate Professor of Clinical Pathology, Microbiology, and Immunology B.S. (Middle Tennessee State 1970); M.D. (Tennessee, Memphis 1974) [1984]

MICHEL A. MCDONALD, Assistant Professor of Medicine A.B. (Duke 1989); M.D. (Louisville 1993); M.B.A. (Tennessee 2005) [1997]

MORGAN FITZ MCDONALD, Assistant Professor of Medicine; Assistant Professor of Pediatrics B.A., M.D. (Vanderbilt 1999, 2003) [2008]

OLIVER MCDONALD, Assistant Professor of Pathology, Microbiology, and Immunology B.S. (Tennessee, Chattanooga 2000); Ph.D., M.D. (Virginia 2005, 2007) [2013]

W. HAYES MCDONALD, Research Assistant Professor of Biochemistry B.S. (University of the South 1993); Ph.D. (Vanderbilt 1999) [2008]

JULIE MCELROY, Clinical Instructor in Pediatrics B.S. (Georgia 2002); M.D. (Mercer 2006) [2009]

MATTHEW D. MCEVOY, Associate Professor of Anesthesiology B.A. (Harvard 1997); M.D. (Medical University of South Carolina 2003) [2013]

LYNNE L. MCFARLAND, Associate in Psychiatry B.S., M.A. (Tennessee 1966, 1969); M.Ed., M.S.N. (Vanderbilt 1985, 1991) [1997]

ELIZABETH L. MCFARLIN, Clinical Instructor in Pediatrics B.S. (Lipscomb 2004); M.D. (East Tennessee State 2008) [2012]

DANIEL MCGINLEY, Clinical Instructor in Pediatrics B.A. (Wake Forest 2004); M.D. (East Tennessee State 2008) [2012]

LAURA YOUNG MCGIRT, Adjunct Assistant Professor of Medicine B.S., M.D. (Duke 1998, 2003) [2010]

CATHERINE C. MCGOWAN, Associate Professor of Medicine B.A., M.D. (Kansas 1983, 1987) [1995]

TRACY L. MCGREGOR, Assistant Professor of Pediatrics B.S. (Notre Dame 1999); M.D. (Washington University 2003); M.S.C.I. (Vanderbilt 2011) [2008]

SUSAN G. MCGREW, Adjunct Associate Professor of Pediatrics B.A. (Vermont 1976); M.D. (Northwestern 1981) [1988]

OWEN PATRICK MCGUINNESS, Professor of Molecular Physiology and Biophysics B.S. (SUNY, Stony Brook 1978); Ph.D. (Louisiana State 1983) [1984]

PHILIP MCGUIRE, Assistant Clinical Professor of Radiology and Radiological Sciences B.S. (Notre Dame 1988); M.D. (Vanderbilt 1992) [2009]

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HASSANE S. MCHAOURAB, Louise B. McGavock Chair; Professor of Molecular Physiology and Biophysics; Professor of Chemistry B.S., M.S. (American University of Beirut [Lebanon] 1987, 1989); Ph.D. (Medical College of Wisconsin 1993) [2000]

MICHAEL J. MCHUGH, Associate Clinical Professor of Orthopaedic Surgery and Rehabilitation B.S. (Oregon 1980); M.D. (Johns Hopkins 1984) [2000]

JAMES A. MCKANNA, Associate Professor of Cell and Developmental Biology, Emeritus B.A. (Saint Olaf 1966); Ph.D. (Wisconsin 1972) [1976]

SAMUEL J. MCKENNA, Chair of the Department of Oral and Maxillofacial Surgery B.A. (California, San Diego 1976); D.D.S. (California, Los Angeles 1980); M.D. (Vanderbilt 1983) [1985]

JARED JOHN MCKINNEY, Assistant Professor of Emergency Medicine B.S. (Purdue 1999); M.D. (Vanderbilt 2003) [2006]

JEFFRY P. MCKINZIE, Assistant Professor of Emergency Medicine; Assistant Professor of Pediatrics B.S. (Harding 1982); M.D. (Medical College of Virginia 1986) [1991]

JACINTHA N. MCKOY, Assistant in Medicine B.A., M.S., M.P.H. (North Carolina 1999, 2004, 2009) [2010]

BETHANN MCLAUGHLIN, Assistant Professor of Neurology; Assistant Professor of Pharmacology B.A. (Skidmore 1990); Ph.D. (Pennsylvania 1997) [2002]

JANEL R. MCLEAN, Research Assistant Professor of Cell and Developmental Biology; Research Assistant Professor of Chemistry B.A. (Maryville 2000); M.S. (Cornell 2003); Ph.D. (Texas A & M 2007) [2012]

MICHAEL J. MCLEAN, Associate Professor of Neurology; Associate Professor of Pharmacology A.B. (Chicago 1970); Ph.D., M.D. (Virginia 1976, 1978) [1985]

ALEXANDER C. MCLEOD, Clinical Professor of Medicine, Emeritus A.B. (Princeton 1956); M.D. (Duke 1960); M.B.A. (Vanderbilt 1988) [1999]

BRUCE C. MCLEOD, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Texas Christian 1980); D.D.S. (National Naval Dental School 1993) [2007]

KARIE A. MCLEVAIN-WELLS, Assistant Clinical Professor of Pediatrics B.A. (Lipscomb 1990); M.D. (East Tennessee State 1996) [2000]

DOUGLAS G. MCMAHON, Stevenson Chair in Biological Sciences; Professor of Biological Sciences; Professor of Pharmacology; Chair, Department of Biological Sciences B.A., Ph.D. (Virginia 1980, 1986) [2002]

KEVIN T. MCMANUS, Associate Professor of Clinical Radiology and Radiological Sciences B.S. (Gannon 1978); M.D. (Hahnemann Medical 1982) [1999]

ELISE D. MCMILLAN, Senior Associate in Psychiatry B.A. (Texas Tech University 1974); J.D. (Nashville School of Law 1983) [1995]

SHEILA P. MCMORROW, Assistant Professor of Pediatrics B.B.E. (Catholic University of America 1996); M.D. (Medical College of Georgia 2000) [2006]

MICHAEL J. MCNAMARA, Associate Professor of Clinical Orthopaedic Surgery and Rehabilitation B.A. (Johns Hopkins 1980); M.D. (Duke 1984) [1990]

CANDACE D. MCNAUGHTON, Assistant Professor of Emergency Medicine M.D. (Washington University 2006); B.S. (Brigham Young 2007) [2010]

MARY MCNEAL, Clinical Instructor in Pediatrics B.S. (Western Kentucky 1994); M.D. (Louisville 1998) [2012]

MELISSA L. MCPHEETERS, Research Associate Professor of Health Policy; Research Associate Professor of Medicine B.A. (Wisconsin 1992); M.P.H., Ph.D. (North Carolina 1996, 2003) [2007]

JOHN A. MCPHERSON, Associate Professor of Medicine B.A. (Princeton 1989); M.D. (California, Los Angeles 1993) [2006]

KATHRYN ANN KELLY MCQUEEN, Associate Professor of Anesthesiology B.A. (Colorado College 1984); M.D. (Vermont 1991); M.P.H. (Harvard 2002) [2012]

JOHN R. MCRAE, Assistant Clinical Professor of Medicine B.S. (Georgia Institute of Technology 1968); M.D. (Duke 1972) [1981]

DENNIS T. MCWEENEY, Assistant Professor of Obstetrics and Gynecology B.S. (Hahnemann Medical 1997); D.O. (Arizona College of Osteopathic Medicine 2003); M.Sc. (Mayo Medical 2010) [2010]

BETH P. MEADOR, Assistant in Medicine B.S.N. (Eastern Kentucky 1975); M.S.N. (Vanderbilt 1977) [1988]

CLIFTON K. MEADOR, Professor of Medicine, Emeritus B.A., M.D. (Vanderbilt 1952, 1955) [1973]

KEITH G. MEADOR, Professor of Psychiatry; Professor of Health Policy; Director, Center for Biomedical Ethics and Society B.A. (Vanderbilt 1978); M.D. (Louisville 1982); Th.M. (Duke 1986); M.P.H. (North Carolina 1988) [2010]

M. PORTER MEADORS III, Assistant Clinical Professor of Medicine B.S. (Washington and Lee 1979); M.D. (Mississippi 1984) [1990]

ANNA L. MEANS, Assistant Professor of Cell and Developmental Biology; Research Assistant Professor of Surgery B.S. (Ohio 1984); Ph.D. (Wisconsin, Milwaukee 1991) [2000]

JULIE A. MEANS-POWELL, Assistant Professor of Medicine B.A. (Texas Tech University 1991); M.D. (East Carolina 1997) [2004]

KAREN M. MEGGAZINI, Adjunct Assistant Professor of Health Policy B.S. (Framingham State 1989); M.S. (Copenhagen [Denmark] 2001); Dr.P.H. (Alabama, Birmingham 2008) [2012]

SEJAL J. MEHTA, Assistant Professor of Clinical Pediatrics B.A., M.D. (East Tennessee State 1999, 2004) [2013]

JENS MEILER, Associate Professor of Chemistry; Associate Professor of Pharmacology VorDiplom, Diploma (Leipzig {Germany] 1995, 1998); Ph.D. (Frankfurt [Germany] 2001) [2005]

BRUCE J. MELANCON, Research Instructor in Pharmacology B.S. (Louisiana State 2002); Ph.D. (Notre Dame 2008) [2012]

HERBERT Y. MELTZER, Adjunct Professor of Psychiatry B.A. (Cornell 1958); M.A. (Harvard 1959); M.D. (Yale 1963) [1996]

GREGORY A. MENCIO, Professor of Orthopaedic Surgery and Rehabilitation A.B., M.D. (Duke 1977, 1981) [1991]

LISA A. MENDES, Associate Professor of Medicine B.A. (Ithaca 1983); M.D. (Connecticut 1987) [2002]

RAYMOND L. MENEELY, Clinical Professor of Pediatrics B.S. (Houghton 1969); M.D. (Pittsburgh 1973) [1981]

STEVEN G. MERANZE, Professor of Radiology and Radiological Sciences; Professor of Surgery; Professor of Urologic Surgery; Vice Chair Department of Radiology and Radiological Sciences B.S. (Philadelphia 1975); M.D. (Thomas Jefferson 1979) [1992]

SUSAN L. MERCER, Adjunct Assistant Professor of Pharmacology B.S. (Seton Hill 2004); Ph.D. (Maryland 2008) [2008]

NIPUN B. MERCHANT, Professor of Surgery; Professor of Cancer Biology B.A. (New York 1985); M.D. (SUNY, Brooklyn 1990) [2001]

RAYMOND L. MERNAUGH, Director MLI Graduate Program; Research Associate Professor of Biochemistry B.S., M.S. (South Dakota State 1973, 1976); Ph.D. (Iowa State 1987) [1996]

WALTER H. MERRILL, Professor of Cardiac Surgery; Chief of Staff, Vanderbilt University Hosptial B.A. (University of the South 1970); M.D. (Johns Hopkins 1974) [2012]

WILLIAM DAVID MERRYMAN, Assistant Professor of Biomedical Engineering; Assistant Professor of Pharmacology; Assistant Professor of Pediatrics; Assistant Professor of Medicine; Director of Graduate Recruiting, Biomedical Engineering B.S., M.S. (Tennessee 2001, 2002); Ph.D. (Pittsburgh 2007) [2009]

HOWARD R. MERTZ, Assistant Clinical Professor of Medicine B.A. (Johns Hopkins 1982); M.D. (Baylor 1986) [1994]

INGRID M. MESZOELY, Associate Professor of Surgery B.A. (Northeastern 1985); M.D. (Boston University 1993) [2004]

BRET ALLEN METTLER, Assistant Professor of Cardiac Surgery B.S., M.D. (South Dakota 1996, 2000) [2010]

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JONATHAN M. METZL, Frederick B. Rentschler II Professor of Sociology and Medicine, Health, and Society; Professor of Sociology; Professor of Medicine, Health, and Society; Professor of Psychiatry; Director of the Center for Medicine, Health, and Society B.A. (Missouri, Kansas City 1991); M.A. (Stanford 1995); M.D. (Missouri, Kansas City 1997); Ph.D. (Michigan 2001) [2011]

ALVIN H. MEYER, JR., Assistant Clinical Professor of Medicine B.S. (Louisiana State, Shreveport 1963); M.D. (Louisiana State 1967) [1974]

BARBARA O. MEYRICK-CLARRY, Professor of Pathology, Microbiology, and Immunology, Emerita M.Phil., Ph.D. (London [U.K.] 1974, 1976) [1981]

HEATHER A. MICHALAK, Assistant Clinical Professor of Pediatrics B.A. (Wooster 1998); M.D. (Pennsylvania State 2002) [2009]

CHRISTINE M. MICHEEL, Research Assistant Professor of Medicine B.S. (Washington University 1999); Ph.D. (California, Berkeley 2005) [2013]

ANDREW A. MICHEL, Assistant Professor of Psychiatry B.A. (Baylor 1999); M.D. (Vanderbilt 2003) [2009]

MARC A. MICKIEWICZ, Assistant Professor of Emergency Medicine B.S. (Illinois, Champaign 1995); M.D. (Illinois, College of Medicine, Chicago 1999) [2003]

MARTHA K. MIERS, Assistant Professor of Medical Education and Administration B.S. (Virginia Polytechnic Institute 1972); M.S. (Virginia Commonwealth 1978); M.B.A. (Vanderbilt 1986) [1980]

MICHAEL I. MIGA, Professor of Biomedical Engineering; Professor of Neurological Surgery; Professor of Radiology and Radiological Sciences B.S., M.S. (Rhode Island 1992, 1994); Ph.D. (Dartmouth 1998) [2000]

CAROL PROOPS MILAM, Assistant Clinical Professor of Psychiatry B.A., M.D. (West Virginia 1982, 1991) [1992]

LISA D. MILAM, Instructor in Clinical Obstetrics and Gynecology B.S.N. (Bethel College, Nashville [Tennessee] 1991); M.S.N. (Vanderbilt 1996) [2012]

BONNIE M. MILLER, Associate Vice Chancellor for Health Affairs; Senior Associate Dean for Health Sciences Education; Professor of Medical Education and Administration; Professor of Clinical Surgery B.A. (Colorado College 1975); M.D. (Oklahoma 1980) [1987]

GERALDINE G. MILLER, Professor of Medicine; Associate Professor of Pathology, Microbiology, and Immunology S.B. (Massachusetts Institute of Technology 1969); M.D. (California, San Diego 1973) [1990]

DAVID M. MILLER III, Professor of Cell and Developmental Biology B.S. (Southern Mississippi 1973); Ph.D. (Rice 1981) [1994]

JAMI L. MILLER, Assistant Professor of Medicine B.A., M.D. (Virginia 1984, 1988) [1996]

MATTHEW S. MILLER, Assistant Professor of Medicine; Assistant Professor of Pediatrics B.S. (Abilene Christian 1997); M.D. (Texas A & M 2002) [2007]

RANDOLPH A. MILLER, University Professor of Biomedical Informatics; Cornelius Vanderbilt Chair; Professor of Medicine A.B. (Princeton 1971); M.D. (Pittsburgh 1976) [1994]

RICHARD S. MILLER, Professor of Surgery B.A. (South Florida 1980); M.D. (Universidad CETEC [Dominican Republic] 1983) [2002]

ROBERT F. MILLER, Associate Professor of Clinical Medicine B.A. (Colorado College 1976); M.D. (Vanderbilt 1982) [2001]

RONALD V. MILLER, Clinical Professor of Pediatrics B.A. (Mississippi 1972); M.D. (Mississippi, Jackson 1976) [1983]

JAMES B. MILLS, JR., Assistant in Medicine B.S. (Murray State 2007); M.S.N. (Vanderbilt 2012) [2012]

GINGER LOHR MILNE, Research Associate Professor of Medicine; Research Associate Professor of Pharmacology B.S. (Wake Forest 1997); Ph.D. (Vanderbilt 2002) [2005]

KAROLY MIRNICS, James G. Blakemore Chair in Psychiatry; Professor of Psychiatry; Vice Chair for Research, Department of Psychiatry; Associate Director Kennedy Center M.D., M.Sc. (Novi Sad [Serbia] 1986, 1989); Ph.D. (Semmelweis University 2010) [2006]

RICHA MISRA, Assistant Professor of Clinical Medicine B.A. (Pennsylvania 2000); M.D. (Vanderbilt 2004) [2013]

SUMATHI K. MISRA, Assistant Professor of Medicine M.P.H., M.D. (Pittsburgh 1996, 1996) [2001]

KARL E. MISULIS, Clinical Professor of Neurology B.Sc. (Queen's [Canada] 1975); Ph.D. (SUNY, Syracuse 1980); M.D. (Vanderbilt 1982) [1986]

WILLIAM M. MITCHELL, Professor of Pathology, Microbiology, and Immunology B.A., M.D. (Vanderbilt 1957, 1960); Ph.D. (Johns Hopkins 1966) [1966]

MATTHEW K. MIZUKAWA, Assistant Professor of Otolaryngology; Assistant Clinical Professor B.S. (Brigham Young 2003); Doctorate (Nevada, Las Vegas 2007) [2012]

BRET C. MOBLEY, Assistant Professor of Pathology, Microbiology, and Immunology A.B. (Stanford 1998); M.S., M.D. (Michigan 2003, 2005) [2010]

J D. MOCCO, Associate Professor of Neurological Surgery; Associate Professor of Radiology and Radiological Sciences B.S. (Miami 1995); M.D., M.S. (Columbia 2000, 2007) [2011]

ALLEN H. MOFFITT, Assistant Professor of Clinical Oral and Maxillofacial Surgery D.M.D. (Kentucky, Fort Knox 1970); M.S.D. (University of Washington 1974) [2012]

HAMED MOJAHED, Adjunct Instructor in Radiology and Radiological Sciences B.S. (Massachusetts 2004); M.S., M.Phil., Ph.D. (Columbia 2006, 2009, 2013) [2014]

GIOCONDA J. MOJICA, Assistant Professor of Ophthalmology and Visual Sciences B.S. (Texas 2002); M.D. (Chicago 2007) [2014]

SUKHBIR S. MOKHA, Professor of Neuroscience and Pharmacology at Meharry Medical College; Adjunct Professor of Pharmacology B.Sc. (Punjab State Medical [India] 1974); M.Sc. (Southampton [U.K.] 1977); Ph.D. (Edinburgh [U.K.] 1981) [1992]

KENNETH J. MONAHAN, Assistant Professor of Medicine M.S., M.D. (Virginia 1997, 2001) [2008]

STEPHEN A. MONTGOMERY, Assistant Professor of Clinical Psychiatry B.S. (Rhodes College 1990); M.D. (Tennessee, Memphis 1994) [2002]

KARIN C. MOOLMAN, Associate Professor of Clinical Medicine; Associate Professor of Clinical Pediatrics M.B.Ch.B (Universiteit Stellenbosch [South Africa] 1986) [2009]

KAREL G. MOONS, Adjunct Professor of Biostatistics M.Sc. (Netherlands Institute for Health Sciences 1994); Ph.D. (Erasmus [Netherlands] 1996) [2005]

DANIEL J. MOORE, Assistant Professor of Pediatrics; Assistant Professor of Pathology, Microbiology, and Immunology A.B. (Harvard 1996); Ph.D., M.D. (Pennsylvania 2003, 2004) [2010]

DEREK E. MOORE, Assistant Professor of Surgery B.S., M.D., M.P.H. (Vanderbilt 1995, 1999, 2004) [2008]

DONALD E. MOORE, JR., Educational Director for the Office of Continuing Professional Development B.A. (Connecticut, Stamford 1972); A.M., Ph.D. (Illinois, Champaign 1975, 1982) [2000]

MARY E. COURTNEY MOORE, Research Professor of Molecular Physiology and Biophysics B.S. (Baylor 1974); M.S.N. (Texas, San Antonio 1979); Ph.D. (Vanderbilt 1992) [1983]

JAMES DONALD MOORE, Associate Professor of Clinical Pediatrics B.A., M.D. (Kentucky, Lexington 1987, 1991) [2000]

JENNIFER E. MOORE, Associate Clinical Professor of Pediatrics B.S., M.D. (North Carolina 1988, 1992) [1995]

KELLY L. MOORE, Assistant Clinical Professor of Health Policy B.S. (Vanderbilt 1994); M.P.H. (Harvard 2000); M.D. (Vanderbilt 2000) [2005]

PAUL E. MOORE, Director Division of Pediatric Allergy, Immunology and Pulmonary Medicine B.A. (Vanderbilt 1988); M.D. (Harvard 1992) [2001]

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WAYNE E. MOORE, Assistant Clinical Professor of Emergency Medicine B.A. (Oakwood 1979); M.D. (Meharry Medical 1985) [2000]

SHARON MOORE-CALDWELL, Associate Clinical Professor of Pediatrics B.S. (Grambling State 1986); M.D. (Pittsburgh 1990) [1996]

PAUL L. MOOTS, Associate Professor of Neurology; Associate Professor of Medicine B.S. (Duke 1976); M.D. (Ohio State 1980) [1991]

ANNA WHORTON MORAD, Assistant Professor of Pediatrics B.S. (Auburn 1993); M.D. (Alabama, Birmingham 1997) [2007]

MANUEL A. MORALES, Assistant Professor of Radiation Oncology B.Sc. (Universidad Nacional de Ingenier a [Peru] 1990); M.Sc., Ph.D. (Vanderbilt 1997, 2001) [2008]

HENRY H. MORAN, Assistant Clinical Professor of Radiology and Radiological Sciences M.D. (Caxias do Sul [Brazil] 1983) [2013]

S. HOUSTON K. MORAN, Clinical Instructor in Obstetrics and Gynecology B.A. (Tennessee 1975); M.D. (Meharry Medical 1981) [1987]

GORDON A. MOREAU, Assistant Clinical Professor of Pediatrics B.A. (Middlebury 1972); M.D. (SUNY, Stony Brook 1976) [1984]

GABRIELA THOMAS MOREL, Assistant Clinical Professor of Pediatrics B.S. (Tulane 1987); M.D. (Louisiana State, New Orleans 1994) [1998]

DARIN K. MORGAN, Assistant Clinical Professor of Radiology and Radiological Sciences B.S. (U.S. Air Force Academy 1987); M.D. (Mississippi, Jackson 1998) [2013]

DAVID S. MORGAN, Associate Professor of Medicine B.A. (Yale 1985); M.D. (Vanderbilt 1990) [1997]

DOUGLAS R. MORGAN, Associate Professor of Medicine B.A., B.E., B.S. (Dartmouth 1977, 1978, 1978); M.P.H. (California, San Francisco 1985); M.D. (Case Western Reserve 1991) [2011]

SUSAN L. MORGAN, Clinical Professor of Pediatrics B.S. (Tennessee Technological 1977); M.D. (East Carolina 1987) [1990]

VICTORIA L. MORGAN, Associate Professor of Radiology and Radiological Sciences B.S. (Wright State 1990); M.S., Ph.D. (Vanderbilt 1994, 1996) [1999]

ALICIA K. MORGANS, Assistant Professor of Medicine M.D. (Pennsylvania 2006) [2012]

JOHN A. MORRIS, JR., Professor of Surgery; Professor of Biomedical Informatics; Professor of Surgery at Meharry Medical College B.A. (Trinity College [Connecticut] 1969); M.D. (Kentucky, Lexington 1977) [1984]

MERRI B. MORRIS, Clinical Instructor in Obstetrics and Gynecology B.S. (Arizona State 1978); M.D. (Arizona 1982) [2003]

PAUL MORRIS, Clinical Instructor in Psychiatry B.A. (Tennessee 1984); M.A. (Vanderbilt 1987); M.S.S.W. (Tennessee 1992) [2008]

MARGARET A. MORRISON, Assistant in Medicine B.S.N. (Bethel College of Nursing [Colorado] 2001); M.S.N. (Vanderbilt 2004) [2006]

MARY HAMILTON MORTON, Assistant in Psychiatry; Assistant in Pediatrics B.S., M.Ed. (Vanderbilt 2005, 2008) [2011]

MELISSA M. MORTON, Assistant in Surgery B.S. (Mississippi 2004); M.S.N. (Vanderbilt 2006) [2011]

STEPHEN MORY, Assistant Clinical Professor of Psychiatry B.S. (Pennsylvania State 1973); M.D. (Jefferson Medical 1975) [2013]

HAROLD L. MOSES, Hortense B. Ingram Chair in Cancer Research; Professor of Cancer Biology; Professor of Pathology, Microbiology, and Immunology; Professor of Medicine; Interim Chair, Department of Cancer Biology B.A. (Berea 1958); M.D. (Vanderbilt 1962) [1985]

HAROLD H. MOSES, JR., Associate Professor of Neurology B.S., M.D. (North Carolina 1985, 1993) [1997]

KELVIN A. MOSES, Assistant Professor of Urologic Surgery B.S. (Morehouse 1996); Ph.D., M.D. (Baylor 2003, 2004) [2014]

JAVID J. MOSLEHI, Assistant Professor of Medicine B.A. (Johns Hopkins 1996); M.D. (Connecticut 2001) [2014]

CHARLES A. MOSS III, Clinical Professor of Pediatrics B.S. (Rhodes College 1982); M.D. (Alabama, Birmingham 1987) [1990]

DEDRICK E. MOULTON, Associate Professor of Clinical Pediatrics B.S. (Alabama, Birmingham 1984); M.D. (Medical University of South Carolina 1992) [2002]

CHARLES P. MOUTON, Senior Vice President for Health Affairs; Dean, Meharry Medical College; Professor of Medical Education and Administration at Vanderbilt B.S., M.D. (Howard 1981, 1986); M.S. (Harvard 1997) [2010]

SANDRA A. MOUTSIOS, Assistant Professor of Medicine; Assistant Professor of Pediatrics B.S.E. (Duke 1989); M.D. (Florida 1993) [1998]

JENNIFER C. MUCKALA, Assistant in Otolaryngology B.A. (Duke 1999); M.A. (Texas 2001) [2012]

GARY L. MUELLER, Assistant Clinical Professor of Medicine B.A., M.D. (Missouri 1968, 1972) [1975]

H. GUSTAV MUELLER, Professor of Hearing and Speech Sciences B.S. (North Dakota State University 1969); M.A. (New Mexico State 1971); Ph.D. (Denver 1976) [1991]

ANAMIKA B. MUKHERJEE, Instructor in Clinical Pediatrics B.S., M.S. (Stanford 2001, 2002); M.D. (Vanderbilt 2008) [2014]

KAUSHIK MUKHERJEE, Instructor in Surgery B.S. (Stanford 2000); M.D. (California, Los Angeles 2005) [2008]

ABRAHAM MUKOLO, Assistant Clinical Professor of Health Policy B.Sc. (Zimbabwe 1988); M.Sc., Ph.D. (National University of Ireland 1997, 2002) [2008]

CHETAN R. MUKUNDAN, Associate Clinical Professor of Pediatrics B.A., M.D. (Vanderbilt 1990, 1994) [1997]

ROBERTA LEE MULDOON, Assistant Professor of Surgery B.S. (Loyola 1985); M.D. (Loyola, Chicago 1989) [2004]

JOSEPH L. MULHERIN, JR., Clinical Professor of Surgery at St. Thomas Medical Center B.A. (Augusta 1967); M.D. (Medical College of Georgia 1971) [1978]

ALISON C. MULLALY, Assistant Professor of Clinical Obstetrics and Gynecology B.S. (Tennessee 1993); M.D. (Tennessee, Memphis 1993) [2012]

W. MICHAEL MULLINS, Assistant Professor of Clinical Otolaryngology B.A. (Vanderbilt 1967); M.D. (Tennessee, Memphis 1971) [2001]

SHELAGH A. MULVANEY, Associate Professor of Nursing (Clinical Psychology); Assistant Professor of Biomedical Informatics B.S., M.A., Ph.D. (Arizona 1985, 1991, 2002) [2002]

DANIEL MUNOZ, Instructor in Medicine B.A. (Princeton 2000); M.P.A. (Harvard 2005); M.D. (Johns Hopkins 2005) [2013]

HARVEY J. MURFF, Associate Professor of Medicine B.A. (Mississippi 1992); M.D. (Tennessee, Memphis 1996); M.P.H. (Harvard 2002) [2002]

LAINE J. MURPHEY, Assistant Professor of Medicine B.S. (Oregon State 1988); Ph.D., M.D. (Oregon Health and Science 1994, 1995) [2000]

BARBARA A. MURPHY, Professor of Medicine B.S. (Duke 1983); M.D. (Wake Forest 1987) [1993]

MADHUMITA ANANTHAKRISHNAN MURPHY, Assistant Professor of Pediatrics B.A., M.D. (Brown 1994, 1998); M.S.C.I. (Vanderbilt 2009) [2008]

MICHAEL J. MURPHY, Assistant Clinical Professor of Psychiatry B.S. (Amherst 1988); M.P.H., M.D. (Harvard 1994, 1994) [2006]

JOHN J. MURRAY, Associate Vice President for Research; Professor of Internal Medicine at Meharry Medical College; Adjunct Professor of Medicine at Vanderbilt A.B. (Harvard 1973); Ph.D., M.D. (Vanderbilt 1979, 1979) [1988]

KATHERINE T. MURRAY, Professor of Medicine; Professor of Pharmacology B.S., M.D. (Duke 1976, 1980) [1989]

SAMUEL JUDSON MURRAY II, Associate Clinical Professor of Pediatrics B.S. (Virginia Polytechnic Institute 1991); M.D. (Medical College of Virginia 1996) [2004]

ANGELA MUTERSPAUGH, Assistant in Psychiatry B.A. (Tennessee 2006); M.M.F.T. (Trevecca Nazarene 2009) [2013]

ROBERT CORY MYERS, Assistant in Psychiatry B.A. (Samford 1998); M.S.S.W. (Tennessee 2002); M.S.N. (Vanderbilt 2009) [2012]

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JENNIFER B. MYERS, Assistant Clinical Professor of Pediatrics B.A. (Duke 1992); M.D. (Tennessee, Memphis 1997) [2000]

KEVIN J. MYERS, Assistant Professor of Medicine B.A. (Princeton 1979); M.D. (Vanderbilt 1983) [2009]

JOHN H. NADEAU, Professor of Medicine B.A., M.D. (Ottawa [Canada] 1967, 1973) [1977]

JOHN H. NADING, Adjunct Associate Professor of Pediatrics B.S. (Georgia Institute of Technology 1973); M.D. (Vanderbilt 1977) [1994]

KIMBERLY ALLISON NAFTEL, Assistant Professor of Clinical Pediatrics B.S. (Georgia Institute of Technology 2001); M.D. (Medical College of Georgia 2005) [2013]

ROBERT P. NAFTEL, Assistant Professor of Neurological Surgery B.A. (Washington and Lee 2002); M.D. (Alabama, Birmingham 2006) [2013]

ALLEN J. NAFTILAN, Associate Professor of Medicine B.A. (Oberlin 1972); Ph.D. (Chicago 1979); M.D. (Alabama, Birmingham 1982) [2006]

NAGARAJ S. NAGATHIHALLI, Research Assistant Professor of Surgery; Research Assistant Professor of Cancer Biology B.S., M.S., Ph.D. (Mysore [India] 1994, 1996, 2002) [2007]

JAYGOPAL NAIR, Assistant Professor of Clinical Pediatrics M.S. (Yale 87); B.A. (Maryland 1985); M.D. (Maryland, Baltimore 1997) [2013]

JENNIFER L. NAJJAR, Associate Professor of Clinical Pediatrics B.A. (Wisconsin 1971); M.D. (Tufts 1977) [1983]

TERUNAGA NAKAGAWA, Associate Professor of Molecular Physiology and Biophysics M.D., Ph.D. (Tokyo [Japan] 1996, 2000) [2012]

KI TAEK NAM, Adjunct Assistant Professor of Surgery B.S., M.S., Ph.D., D.V.M. (Seoul National [Korea] 1991, 1993, 2003, 2003) [2008]

YOUNG-JAE NAM, Assistant Professor of Medicine M.D. (Seoul National [Korea] 1994); Ph.D. (Yeshiva 2004) [2014]

E. PAUL NANCE, JR., Associate Professor of Radiology and Radiological Sciences, Emeritus B.S., M.D. (North Carolina 1973, 1976) [1980]

LILLIAN B. NANNEY, Professor of Plastic Surgery; Professor of Cell and Developmental Biology; Professor of Medical Education and Administration B.A. (Vanderbilt 1973); M.S. (Austin Peay State 1976); Ph.D. (Louisiana State 1980) [1980]

JAMES L. NASH, Associate Professor of Psychiatry, Emeritus M.D. (Duke 1966) [1980]

ROBERTSON NASH, Assistant in Medicine; Instructor in Clinical Nursing B.A. (Centre 1983); M.A. (Murray State 1986); M.B.A. (Rochester Institute of Technology 1993); M.S.N. (Vanderbilt 2007) [2008]

LEWIS M. NASHNER, Adjunct Professor of Hearing and Speech Sciences S.B., S.M., Sc.D. (Massachusetts Institute of Technology 1965, 1967, 1970) [2009]

THOMAS C. NASLUND, Professor of Surgery B.A. (Trinity [Texas] 1980); M.D. (Vanderbilt 1984) [1992]

WILLIAM H. NEALON, Professor of Surgery; Vice Chair, Department of Surgery; Executive Surgical Medical Director Perioperative Services; Associate Surgeon in Chief Vanderbilt University Hospital B.A. (Trinity College [Connecticut] 1975); M.D. (Thomas Jefferson 1979) [2009]

SARAH J. NECHUTA, Assistant Professor of Medicine B.S. (Michigan State 2003); M.P.H. (Michigan 2005); Ph.D. (Michigan State 2009) [2012]

ANDREW CHARLES NECK, Assistant Professor of Emergency Medicine; Assistant Professor of Medicine; Assistant Professor of Pediatrics B.S. (Stetson 1988); M.S. (Southern Methodist 1990); M.D. (Meharry Medical 2002) [2009]

MAYA K. NEELEY, Assistant Professor of Pediatrics B.S., M.D. (Miami 1999, 2003) [2010]

M. DIANA NEELY, Research Assistant Professor of Neurology M.S. (Swiss Federal Institute of Technology 1984); Ph.D. (Brown 1990) [1999]

ANNE TAGGART NEFF, Professor of Medicine; Professor of Pathology, Microbiology, and Immunology; Director Hemostasis and Thrombosis Clinic A.B., M.D. (Missouri 1981, 1985) [1991]

JOSEPH S. NEIMAT, Associate Professor of Neurological Surgery A.B. (Dartmouth 1992); M.S., M.D. (Duke 1996, 1998) [2006]

BRIAN NELMS, Adjunct Assistant Professor of Cell and Developmental Biology B.S., Ph.D. (Pennsylvania State 2001, 2006) [2011]

GEORGE EDWARD NELSON, Assistant Professor of Medicine A.B. (Princeton 2002); M.D. (Case Western Reserve 2006) [2014]

JILL R. NELSON, Assistant in Medicine B.S. (Tennessee 2002); M.S.N. (Vanderbilt 2007) [2007]

RONALD A. NELSON, Assistant Clinical Professor of Medicine B.S. (Stanford 1986); M.D. (Vanderbilt 1990); M.S. (Troy 1998) [2002]

TAMASYN NELSON, Assistant Professor of Pediatrics B.A. (New York 2001); D.O. (New York Institute of Technology 2008) [2014]

JONATHAN C. NESBITT, Associate Professor of Thoracic Surgery B.A. (Virginia 1977); M.D. (Georgetown 1981) [2008]

REID M. NESS, Assistant Professor of Medicine B.S., M.D., M.P.H. (Indiana, Bloomington 1986, 1990, 1997) [2000]

CYNTHIA L. NETHERTON, Assistant Professor of Clinical Obstetrics and Gynecology B.S. (John Brown 1974); M.D. (Arkansas, Little Rock 1978) [2012]

JAMES L. NETTERVILLE, Mark C. Smith Chair in Head and Neck Surgery; Professor of Otolaryngology B.S. (Lipscomb 1976); M.D. (Tennessee, Memphis 1980) [1986]

ARIE L. NETTLES, Associate Professor of Clinical Pediatrics B.A., M.S. (Tennessee 1976, 1977); Ph.D. (Vanderbilt 1987) [2004]

GREGOR NEUERT, Assistant Professor of Molecular Physiology and Biophysics; Assistant Professor of Biomedical Engineering M.Eng. (Ilmenau University of Technology 2001); Ph.D. (Ludwig-Maximilians-Universit t [Germany] 2005) [2012]

MICHAEL N. NEUSS, Professor of Clinical Medicine; Chief Medical Officer, VICC Clinical Enterprise B.S. (Michigan 1975); M.D. (Duke 1979) [2011]

MELINDA S. NEW, Associate Professor of Clinical Obstetrics and Gynecology B.S. (Villanova 1989); M.D. (Pennsylvania 1993) [2005]

DAWN C. NEWCOMB, Assistant Professor of Medicine B.S. (North Carolina State 2002); Ph.D. (Michigan 2007) [2010]

PAUL A. NEWHOUSE, Jim Turner Chair in Cognitive Disorders; Professor of Psychiatry; Professor of Pharmacology; Professor of Medicine B.S. (Kansas State 1974); M.D. (Loyola, Chicago 1977) [2011]

JOHN H. NEWMAN, Elsa S. Hanigan Chair in Pulmonary Medicine; Professor of Medicine A.B. (Harvard 1967); M.D. (Columbia 1971) [1979]

CASSANDRA RUTLEDGE NEWSOM, Assistant Professor of Pediatrics; Assistant Professor of Psychiatry B.A. (Mississippi State 1995); Psy.D. (Virginia Consortium Program 2002) [2008]

H. CLAY NEWSOME III, Clinical Instructor in Obstetrics and Gynecology B.A., M.D. (North Carolina 1969, 1973) [1983]

J. MICHAEL NEWTON, Assistant Professor of Obstetrics and Gynecology B.S., Ph.D., M.D. (Arizona 1991, 1998, 2005) [2012]

AMY MAI NGUYEN, Instructor in Otolaryngology B.A. (Missouri, Kansas City 2003); M.D. (Kansas 2009) [2014]

FRANCES JOHNSON NIARHOS, Assistant Professor of Clinical Psychiatry B.A. (Southern Methodist 1986); M.S., Ph.D. (Miami 1991, 1994) [2005]

JAMES H. NICHOLS, Professor of Pathology, Microbiology, and Immunology B.A. (California, San Diego 1983); M.S., Ph.D. (Urbana [Ohio] 1986, 1990) [2012]

JILL R. NICHOLS, Associate in Obstetrics and Gynecology B.S. (Michigan State 2003); M.A. (National-Louis University [Illinois] 2005); M.S. (Northwestern 2011) [2011]

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AMY G. NICHOLSON, Assistant in Pediatrics; Assistant in Psychiatry B.A., M.A. (Western Kentucky 1993, 1995) [2007]

MARIBETH R. NICHOLSON, Assistant Professor of Pediatrics B.S. (Richmond 2004); M.D. (Pennsylvania State 2008); M.P.H. (Vanderbilt 2013) [2014]

HILARY HIGHFIELD NICKOLS, Assistant Professor of Pathology, Microbiology, and Immunology; Assistant Professor of Ophthalmology and Visual Sciences B.A. (Washington University 1997); Ph.D., M.D. (Vanderbilt 2006, 2006) [2010]

STEPHEN E. NICOLSON, Assistant Professor of Psychiatry B.S. (Carleton College 1992); M.D. (Southern California 2002) [2012]

KENNETH J. NIERMANN, Assistant Professor of Radiation Oncology B.S. (Sterling [Kansas] 1997); M.D. (Vanderbilt 2002) [2010]

COLLEEN M. NISWENDER, Research Associate Professor of Pharmacology B.S. (Toledo 1991); Ph.D. (Vanderbilt 1996) [2004]

KEVIN DEAN NISWENDER, Associate Professor of Medicine; Associate Professor of Molecular Physiology and Biophysics B.S. (Colorado College 1990); Ph.D., M.D. (Vanderbilt 1996, 1998) [2004]

ANNE J NOHL, Assistant in Medicine B.S. (Wisconsin 1994) [2012]

JEANETTE J. NORDEN, Professor of Cell and Developmental Biology, Emerita B.A. (California, Los Angeles 1970); Ph.D. (Vanderbilt 1975) [1978]

ANDY M. NORMAN, Assistant Clinical Professor of Obstetrics and Gynecology B.S. (Georgia 1973); M.D. (Medical College of Georgia 1976) [2007]

SHARON A. NORMAN, Clinical Instructor in Obstetrics and Gynecology B.S. (Brenau College 1984); M.Ed., M.D. (Emory 1991, 2001) [2006]

JEREMY LYNN NORRIS, Research Assistant Professor of Biochemistry B.S. (Tennessee, Memphis 1998); Ph.D. (Vanderbilt 2003) [2011]

ALLISON E. NORTON, Assistant Professor of Pediatrics B.A. (Florida 1999); M.D. (South Alabama 2005) [2011]

JOHN MICHAEL NORVELL, Instructor in Clinical Medicine B.S. (Texas, Arlington 1994); M.S. (North Texas 1996); M.D. (Texas 2000) [2009]

LAURIE LOVETT NOVAK, Assistant Professor of Biomedical Informatics B.A. (Murray State 1987); M.H.S.A. (Michigan 1994); Ph.D. (Wayne State 2005) [2010]

SERGEY V. NOVITSKIY, Research Assistant Professor of Cancer Biology M.D., Ph.D. (Siberian State [Russia] 1999, 2002) [2011]

PETER M. NTHUMBA, Assistant Clinical Professor of Plastic Surgery M.B.Ch.B, M.Med. (Nairobi [Kenya] 1995, 2002) [2012]

VALERIE L. NUNLEY, Instructor in Clinical Obstetrics and Gynecology B.S. (Loyola College [Maryland] 1992); M.S.N. (Vanderbilt 1997) [2013]

PAULA S. NUNN, Assistant Clinical Professor of Psychiatry B.A. (Trinity College [Connecticut] 1977); M.D. (Vanderbilt 1981) [1986]

WILLIAM A. NYLANDER, JR., Associate Clinical Professor of Surgery B.A. (Washington and Jefferson 1973); M.D. (Pittsburgh 1977); M.B.A. (Vanderbilt 1989) [2009]

LEE ANNE O'BRIEN, Associate Clinical Professor of Pediatrics; Adjunct Instructor in Nursing B.A. (Johns Hopkins 1983); Ph.D., M.D. (Vanderbilt 1991, 1991) [1995]

RICHARD M. O'BRIEN, Professor of Molecular Physiology and Biophysics B.Sc. (Bristol [U.K.] 1984); Ph.D. (Cambridge [U.K.] 1988) [1988]

ANNE ELIZABETH O'DUFFY, Assistant Professor of Neurology B.A. (Brown 1983); M.D. (University College, Dublin [Ireland] 1989) [2001]

ELLEN B. O'KELLEY, Assistant in Pediatrics B.S.N. (South Florida 1976); P.N.P. (Meharry Medical 1979) [1996]

BROCK O'NEIL, Instructor in Urologic Surgery B.S. (Brigham Young 2004); M.D. (Rochester 2009) [2014]

JAMES A. O'NEILL, JR., Professor of Surgery, Emeritus B.S. (Georgetown 1955); M.D. (Yale 1959) [1995]

KEVIN R. O'NEILL, Assistant Professor of Orthopaedic Surgery and Rehabilitation; Assistant Professor of Neurological Surgery B.S. (Notre Dame 2000); M.S. (Massachusetts Institute of Technology 2002); M.D. (Indiana, Indianapolis 2007) [2013]

JOHN A. OATES, Thomas F. Frist Sr. Chair in Medicine; Professor of Medicine; Professor of Pharmacology B.S., M.D. (Wake Forest 1953, 1956) [1963]

KJELL E. OBERG, Adjunct Professor of Surgery B.Sc. (Gothenburg [Sweden] 1967); M.D. (Umea [Sweden] 1972); Ph.D. (Uppsala [Sweden] 1981) [2011]

JILL COLE OBREMSKEY, Assistant Professor of Clinical Pediatrics B.A. (Duke 1986); M.D. (North Carolina 1990); M.P.H. (University of Washington 1991) [2002]

WILLIAM TODD OBREMSKEY, Professor of Orthopaedic Surgery and Rehabilitation A.B., M.D. (Duke 1984, 1988); M.P.H. (North Carolina 1990) [2002]

KEITH L. OBSTEIN, Assistant Professor of Medicine; Assistant Professor of Mechanical Engineering B.S. (Johns Hopkins 2000); M.D. (Northwestern 2004); M.P.H. (Harvard 2010) [2010]

HARLEY E. ODOM, Assistant Professor of Clinical Medicine B.S. (Duke 1992); M.D. (Florida 1996) [2010]

THOMAS N. OELTMANN, Associate Professor of Medicine, Emeritus B.S. (Georgia State 1963); Ph.D. (Georgia 1967) [1979]

MARTIN L. OGLETREE, Adjunct Professor of Pharmacology B.A. (Swarthmore 1973); Ph.D. (Thomas Jefferson 1978) [2009]

RALPH N. OHDE, Professor of Hearing and Speech Sciences, Emeritus B.A. (Carthage 1966); M.Ed. (Virginia 1968); Ph.D. (Michigan 1978) [1981]

MELANIE D. OHI, Associate Professor of Cell and Developmental Biology B.S. (Pacific Lutheran 1996); Ph.D. (Vanderbilt 2002) [2007]

RYOMA OHI, Associate Professor of Cell and Developmental Biology B.S., Ph.D. (Vanderbilt 1993, 1998) [2007]

HENRY E. OKAFOR, Assistant Professor of Medicine M.D. (Nigeria 1986) [2012]

LUIS E. OKAMOTO, Research Instructor in Medicine M.D. (Universidad Peruana 'Cayetano Heredia' [Peru] 2001) [2012]

MARTINA I. OKWUEZE, Clinical Instructor in Surgery B.S. (Millsaps 1989); M.S., M.D. (Tulane 1992, 1999) [2009]

DAMARIS M. OLAGUNDOYE, Adjunct Professor of Obstetrics and Gynecology B.S. (Oakwood 2000); M.D. (Meharry Medical 2004) [2008]

BUNMI O. OLATUNJI, Associate Professor of Psychology; Associate Professor of Psychiatry B.S. (Wisconsin, Stevens Point 2000); M.A., Ph.D. (Arkansas 2002, 2006) [2006]

ELIZABETH L. OLDFIELD, Assistant Clinical Professor of Obstetrics and Gynecology B.S. (Vanderbilt 1977); M.D. (Tennessee, Memphis 1983) [1987]

VERONICA L. OLDFIELD, Assistant in Neurological Surgery B.S.N. (Austin Peay State 1993); M.S.N. (Alabama, Huntsville 2004) [2007]

RICHARD R. OLDHAM, Associate Clinical Professor of Pathology, Microbiology, and Immunology B.S. (U.S. Naval Academy 1961); M.D. (Vanderbilt 1971) [1975]

EDWARD T. OLEJNICZAK, Research Professor of Biochemistry B.S. (Wisconsin 1976); Ph.D. (Harvard 1982) [2009]

DANYVID OLIVARES-VILLAGOMEZ, Research Assistant Professor of Pathology, Microbiology, and Immunology B.S. (Universidad Nacional Aut noma de M xico 1991); M.S. (Vanderbilt 1996); Ph.D. (New York 2000) [2009]

BARBARA J. OLSON, Assistant Clinical Professor of Neurology B.S. (Wisconsin, Eau Claire 1971); M.D. (Wisconsin 1976) [1982]

GARY E. OLSON, Professor of Cell and Developmental Biology, Emeritus B.S., M.S. (Oregon 1967, 1968); Ph.D. (Washington University 1974) [1977]

OLALEKAN O. OLUWOLE, Assistant Professor of Medicine M.B.B.S. (Ibadan [Nigeria] 1990); M.P.H. (Rutgers, Camden 2003) [2011]

LESLEY T OMARY, Assistant Professor of Clinical Psychiatry B.A., M.D. (Virginia 1991, 1997) [2013]

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REED A. OMARY, Carol D. and Henry P. Pendergrass Chair in Radiology and Radiological Sciences; Professor of Radiology and Radiological Sciences; Professor of Biomedical Engineering; Chair, Department of Radiology and Radiological Sciences B.S., M.D. (Northwestern 1989, 1991); M.S. (Virginia 1994) [2012]

DAVID E. ONG, Professor of Biochemistry, Emeritus B.A. (Wabash 1965); Ph.D. (Yale 1970) [1970]

HENRY HEAN LEE OOI, Assistant Professor of Medicine M.B., M.R.C.P.I. (Trinity, Dublin [Ireland] 1989, 1989) [2007]

STEPHEN M. OPPENHEIMER, Adjunct Professor of Neurological Surgery B.A. (Oxford [U.K.] 1975); M.B.B.S. (London [U.K.] 1980); D.M., D.Sc. (Oxford [U.K.] 1993, 2009) [2007]

MARIE-CLAIRE ORGEBIN-CRIST, Professor of Obstetrics and Gynecology, Emerita; Professor of Cell and Developmental Biology, Emerita B.S. (Baccalaureat Latin-Sciences, Paris, France 1953); M.S. (Paris I [France] 1957); Ph.D. (Université de Lyon [France] 1961) [1964]

SAMUEL R. ORR, Clinical Instructor in Pediatrics B.A. (Vanderbilt ); B.S., M.D. (Mississippi 1992, 1998) [2013]

DAVID N. ORTH, Professor of Molecular Physiology and Biophysics, Emeritus; Professor of Medicine, Emeritus Sc.B. (Brown 1954); M.D. (Vanderbilt 1962) [1965]

NANCY E. OSBURN, Assistant Professor of Clinical Obstetrics and Gynecology M.D. (Tennessee, Memphis 1997) [2012]

NEIL OSHEROFF, John Coniglio Chair in Biochemistry; Professor of Biochemistry; Professor of Medicine B.A. (Hobart and William Smith 1974); Ph.D. (Northwestern 1979) [1983]

ANNA B. OSIPOVICH, Research Instructor in Molecular Physiology and Biophysics B.A., M.A., Ph.D. (Belarusian State [Russia] 1992, 1994, 1999) [2009]

ROBERT H. OSSOFF, Guy W. Maness Chair in Laryngology and Voice; Professor of Hearing and Speech Sciences; Professor of Otolaryngology A.B. (Bowdoin 1969); D.M.D., M.D. (Tufts 1973, 1975); M.S. (Northwestern 1981) [1986]

KEVIN G. OSTEEN, Pierre Soupart Chair in Obstetrics and Gynecology; Professor of Obstetrics and Gynecology; Professor of Pathology, Microbiology, and Immunology; Adjunct Professor of Obstetrics and Gynecology at Meharry Medical College B.S. (South Carolina, Spartanburg 1972); Ph.D. (Medical College of Georgia 1980) [1983]

JAIME K. OTILLIO, Assistant Professor of Clinical Pediatrics B.S., M.D. (Louisiana State 2001, 2007) [2013]

TARA M. OVERBEEK, Assistant Professor of Emergency Medicine B.A., M.D. (Washington University 2005, 2009) [2012]

MARY E. OVERTON, Clinical Professor of Pediatrics B.A. (Southwestern at Memphis 1974); M.D. (Tennessee, Memphis 1977) [2006]

MARCUS A. OWEN, Assistant Clinical Professor of Medicine B.A. (Trinity [Texas] 1996); M.D. (Arkansas, Little Rock 2001) [2010]

ROBERT C. OWEN, Clinical Instructor in Otolaryngology B.S. (Tennessee Technological 1959); M.D. (Tennessee, Memphis 1961) [1967]

ANDREA PAGE-MCCAW, Associate Professor of Cell and Developmental Biology; Associate Professor of Cancer Biology A.B. (Harvard 1989); Ph.D. (Massachusetts Institute of Technology 1998) [2010]

PETER PAIK, Assistant Professor of Clinical Medicine B.S. (Yale 2001); M.A. (Convenant Theological Seminary 2008); M.D. (Pennsylvania 2009) [2014]

PRADEEP SUNNY PALLAN, Research Assistant Professor of Biochemistry B.S., M.S. (Calicut, Thrissur [India] 1991, 1993); Ph.D. (Pune [India] 2002) [2008]

KENNETH H. PALM, Assistant Professor of Emergency Medicine B.A., M.D. (Loma Linda 1982, 1988) [2003]

PRATIK P. PANDHARIPANDE, Professor of Anesthesiology; Professor of Surgery M.D. (Nagpur [India] 1993); M.S.C.I. (Vanderbilt 2005) [2001]

JACQUES PANTEL, Adjoint Associate Professor of Molecular Physiology and Biophysics Pharm.D. (Dijon [France] 1991); Ph.D. (Paris Descartes, Paris V [France] 1997) [2008]

WILLIAM PAO, Professor of Pathology, Microbiology, and Immunology; Professor of Cancer Biology; Director, Division of Hematology and Oncology; Adjunct Professor of Medicine A.B. (Harvard 1990); Ph.D., M.D. (Yale 1997, 1998) [2009]

IOANNIS G. PAPAGIANNIS, Assistant Professor of Medicine B.S., M.D. (Athens [Greece] 1994, 2000) [2011]

YASMINA A. PARAMASTRI, Assistant Professor of Pathology, Microbiology, and Immunology SKH, Drh. (Institut Pertanian Bogor [Indonesia] 1995, 1997) [2010]

ARON PAREKH, Research Assistant Professor of Otolaryngology B.S., Ph.D. (Pennsylvania State 1996, 2004) [2010]

KENDRA PAPSON PAREKH, Assistant Professor of Emergency Medicine B.S. (College of New Jersey 2001); M.D. (Pittsburgh 2005) [2008]

VRAJESH V. PAREKH, Research Assistant Professor of Pathology, Microbiology, and Immunology B.Sc., M.Sc., Ph.D. (Baroda [India] 1994, 1996, 2003) [2012]

BIBHASH C. PARIA, Associate Professor of Pediatrics B.Sc., M.Sc., Ph.D. (Calcutta [India] 1974, 1976, 1984) [2002]

ALEXANDER A. PARIKH, Associate Professor of Surgery B.A. (Johns Hopkins 1989); M.D. (Pennsylvania 1993) [2005]

CHARLES RAWLINSON PARK, Professor of Physiology, Emeritus A.B. (Harvard 1937); M.D. (Johns Hopkins 1941) [1952]

JANE H. PARK, Professor of Moleculary Physiology and Biophysics; Professor Emerita of Molecular Physiology and Biophysics B.S., Ph.D. (Washington University 1946, 1952) [1954]

SERK IN PARK, Assistant Professor of Medicine; Assistant Professor of Cancer Biology D.D.S. (Yonsei [Korea] 1999); M.S. (Korea 2001); Ph.D. (Texas, Houston 2008) [2012]

SOHEE PARK, Gertrude Conaway Vanderbilt Chair of Psychology; Professor of Psychology; Professor of Medicine, Health and Society; Professor of Psychiatry B.A. (Cambridge [U.K.] 1982); M.A. (Columbia 1985); Ph.D. (Harvard 1991) [2000]

MORGAN GREY PARKER, Assistant Clinical Professor of Ophthalmology and Visual Sciences [2013] M.D. (Vanderbilt 2002) [2013]

SARAH SWYERS PARKER Assistant Professor of Clinical Pediatrics B.S. (South Carolina 2005); M.D. (South Alabama 2009) [2012]

SCOTT R. PARKER, Instructor in Clinical Medicine; Instructor in Clinical Pediatrics B.S. (Alabama, Huntsville 1987); M.D. (South Alabama 1991) [1998]

LEON L. PARKS III, Assistant Professor of Medicine B.A. (Mississippi 1987); M.D. (Mississippi, Jackson 1991) [2001]

C. LEE PARMLEY, Professor of Anesthesiology; Adjunct Professor of Nursing B.S. (Pacific Union 1973); M.D. (Loma Linda 1976); J.D. (South Texas College of Law 1989) [2004]

DAVID A. PARRA, Assistant Professor of Pediatrics; Assistant Professor of Medicine M.D. (Universidad Central del Ecuador 1993) [2004]

DEIDRA D. PARRISH, Clinical Instructor in Health Policy B.S. (Howard 1997); M.D. (Alabama, Birmingham 2001) [2011]

EARL Q. PARROTT, Clinical Instructor in Psychiatry B.A. (Tennessee Technological 1969); M.D. (Tennessee, Memphis 1974) [1978]

PAUL D. PARSONS, Assistant Professor of Clinical Orthopaedic Surgery and Rehabilitation B.A. (Dartmouth 1975); M.D. (Tennessee, Memphis 1978) [2009]

C. LEON PARTAIN, Professor of Radiology and Radiological Sciences B.S. (Tennessee 1963); M.S., Ph.D. (Purdue 1965, 1967); M.D. (Washington University 1975) [1980]

DEVANG J. PASTAKIA, Assistant Professor of Clinical Pediatrics B.S. (Duke 1999); M.D. (New Jersey Medical 2003) [2011]

JOE PASTOR, Assistant Clinical Professor of Psychiatry B.A. (Hiram 1982); M.D. (Ohio State 1990) [2011]

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REBECCA JILL PATE, Assistant Clinical Professor of Psychiatry B.S., M.D. (Louisiana State, Shreveport 1990, 1993) [2014]

HARSHILA R. PATEL, Associate Clinical Professor of Pediatrics B.Sc., M.B.B.S. (Madras [India] 1977, 1983) [1994]

KANDARP PATEL, Assistant Clinical Professor of Medicine M.B.B.S. (Maharaja Sayajirao [India] 1992) [2009]

SACHIN PATEL, Associate Professor of Psychiatry; Associate Professor of Molecular Physiology and Biophysics B.S. (California, Santa Barbara 1998); Ph.D., M.D. (Medical College of Wisconsin 2004, 2006) [2010]

SHRIJI PATEL, Instructor in Ophthalmology and Visual Sciences B.A. (Columbia 2006); M.D. (New Jersey Medical 2010) [2014]

STEPHEN W. PATRICK, Assistant Professor of Pediatrics B.S. (Florida 2002); M.P.H. (Harvard 2007); M.D. (Florida State 2007); M.S. (Michigan 2011) [2013]

ALANNA M. PATSIOKAS, Instructor in Clinical Pediatrics B.E., M.D. (Vanderbilt 2006, 2010) [2013]

REKHA RANI PATTANAYEK, Research Assistant Professor of Biochemistry B.S. (Calcutta [India] 1975); M.S. (Indian Institute of Technology, Kharagpur 1977); M.Phil. (Indian Institute of Science 1979); Ph.D. (Saha Institute of Nuclear Physics [India] 1986) [1990]

BARRON L. PATTERSON, Assistant Professor of Pediatrics B.E., M.D. (Vanderbilt 1996, 2000) [2006]

SARA JANE FLETCHER PATTERSON, Associate Clinical Professor of Pediatrics B.S. (Calvin 1993); M.D. (Vanderbilt 1997) [2001]

JAMES A. PATTON, Professor of Radiology and Radiological Sciences B.S. (Western Kentucky 1966); Ph.D. (Vanderbilt 1972) [1973]

WILLIAM S. PAUL, Assistant Clinical Professor of Health Policy B.S. (Stanford 1981); M.P.H. (Illinois, Chicago 1986); M.D. (Illinois, College of Medicine, Chicago 1986) [2008]

SIDDHARAMA PAWATE, Assistant Professor of Neurology M.D. (Karnatak Medical [India] 1990) [2009]

YVONNE W. PAWLOWSKI, Associate Clinical Professor of Pediatrics M.D. (Lodz [Poland] 1973) [1992]

DEBORAH M. PAYNE, Assistant in Medicine M.S., B.S. (Alabama, Birmingham 1996, 1996) [2008]

W. FAXON PAYNE, Professor of Radiology and Radiological Sciences, Emeritus B.A., M.D. (Vanderbilt 1945, 1948) [1960]

ALLEN PEABODY, Clinical Instructor in Pediatrics B.A. (Tennessee 2000); M.D. (Morehouse 2007) [2012]

JOHN P. PEACH, Assistant Professor of Clinical Medicine B.S. (Lipscomb 1990); M.D. (Louisville 1994) [1997]

MATTHEW R. PEACHEY, Assistant Professor of Medicine; Assistant Professor of Pediatrics B.S. (Middle Tennessee State 2002); M.D. (Vanderbilt 2006) [2012]

CHRISTY F. PEARCE, Assistant Professor of Obstetrics and Gynecology M.S. (Kentucky, Lexington ); B.S. (Samford 2001); M.D. (Alabama, Birmingham 2005) [2012]

A. SCOTT PEARSON, Associate Professor of Surgery B.A. (Tennessee 1987); M.D. (Tennessee, Memphis 1991) [1999]

VADIM K. PEDCHENKO, Research Associate Professor of Medicine B.S., M.S. (Kiev State [Ukraine] 1983, 1985); Ph.D. (Palladin Institute of Biochemistry [Ukraine] 1993) [2002]

R. STOKES PEEBLES, Elizabeth and John Murray Chair in Medicine; Professor of Medicine B.S. (Davidson 1982); M.D. (Vanderbilt 1986) [1998]

JULIE T. PEEK, Associate Clinical Professor of Pediatrics B.S. (Yale 1984); M.D. (North Carolina 1988) [1992]

RICHARD M. PEEK, JR., Mina Cobb Wallace Chair in Immunology; Professor of Medicine; Professor of Cancer Biology; Director, Division of Gastroenterology B.S. (Davidson 1984); M.D. (North Carolina 1988) [1995]

KIFFANY J. PEGGS, Assistant Professor of Medicine B.S. (Tennessee 2004); M.D. (Tennessee, Memphis 2011) [2012]

JULIE S. PENDERGAST, Research Assistant Professor of Medicine B.S., M.S. (Illinois, Champaign 1999, 2001) [2007]

JENNIFER L. PENDERGRAST, Assistant in Medicine B.S.N. (Austin Peay State 2008); M.S.N. (Vanderbilt 2011) [2012]

EDWARD B. PENN, JR., Assistant Professor of Otolaryngology B.A., M.D. (Kansas 2002, 2006) [2012]

JOHN S. PENN, Assistant Dean for Faculty Development; Phyllis G. and William B. Snyder M.D. Endowed Chair in Ophthalmology and Visual Sciences; Professor of Ophthalmology and Visual Sciences; Professor of Cell and Developmental Biology; Professor of Medical Education and Administration B.A. (University of the South 1978); M.S. (West Florida 1981); Ph.D. (Florida State 1984) [1998]

DAVID F. PENSON, Paul V. Hamilton M.D. and Virginia E. Howd Chair in Urologic Oncology; Professor of Urologic Surgery; Professor of Medicine; Director Center for Surgical Quality and Outcomes Research B.A. (Pennsylvania 1987); M.D. (Boston University 1991); M.P.H. (Yale 2001) [2009]

EDWARD C. PERDUE, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Alabama 1988); D.D.S. (Tennessee, Memphis 1992) [2006]

JASON K. PEREIRA, Assistant Professor of Medicine B.S. (Tennessee 1997); M.D. (Tennessee, Memphis 2001) [2004]

BRIAN T. PERKINSON, Assistant Professor of Clinical Orthopaedic Surgery and Rehabilitation B.S. (Tennessee 2001); M.D. (Tennessee, Memphis 2007) [2013]

DONNA J. PERLIN, Assistant Professor of Pediatrics B.S. (William and Mary 1985); M.D. (Medical College of Virginia 1989) [2007]

JONATHAN B. PERLIN, Clinical Professor of Medicine B.A. (Virginia 1984); Ph.D., M.D. (Virginia Commonwealth 1991, 1992) [2007]

AIMEE P. PERRI, Assistant Professor of Clinical Pediatrics B.S. (Texas 1994); M.D. (Texas, San Antonio 1999) [2011]

ROMAN E. PERRI, Assistant Professor of Medicine B.S., M.D. (Wisconsin 1995, 1999) [2006]

DANIEL S. PERRIEN, Assistant Professor of Orthopaedic Surgery and Rehabilitation B.A. (Hendrix 1998); Ph.D. (Arkansas, Little Rock 2006) [2009]

ANNA K. PERSON, Assistant Professor of Medicine B.A. (Macalester 2000); M.D. (Washington University 2005) [2010]

MARK T. PETERS, Assistant Professor of Pediatrics B.S., M.D. (Ohio State 1983, 1987) [2001]

SARIKA UPPAL PETERS, Assistant Professor of Pediatrics; Assistant Professor of Psychiatry B.A. (Austin College 1993); M.A., Ph.D. (Texas 1997, 2000) [2009]

WALTER HAMILTON PETERS, Assistant Professor of Clinical Neurology B.S. (The Citadel 2002); M.D. (Medical University of South Carolina 2008) [2013]

JOSH F. PETERSON, Assistant Professor of Biomedical Informatics; Assistant Professor of Medicine B.S. (Stanford 1992); M.D. (Vanderbilt 1997); M.P.H. (Harvard 2002) [2013]

NEERAJA B. PETERSON, Assistant Professor of Medicine B.S. (Duke 1993); M.D. (Vanderbilt 1997); M.Sc. (Boston University 2002) [2002]

TODD E. PETERSON, Associate Professor of Radiology and Radiological Sciences; Associate Professor of Physics B.A. (Gustavus Adolphus 1991); B.A. (Oxford [U.K.] 1993); M.S., Ph.D. (Indiana, Bloomington 1994, 2000) [2003]

MICHAEL R. PETRACEK, Professor of Clinical Cardiac Surgery; Interim Chair Department of Cardiac Surgery B.S. (Baylor 1967); M.D. (Johns Hopkins 1971) [2006]

WILLIAM M. PETRIE, Professor of Clinical Psychiatry; Director of Geriatric Psychiatry Outpatient Program B.A., M.D. (Vanderbilt 1968, 1972) [2011]

CATHLEEN C. PETTEPHER, Professor of Cancer Biology; Professor of Medical Education and Administration B.S., B.S., Ph.D. (South Alabama 1985, 1987, 1990) [1990]

APRIL C. PETTIT, Assistant Professor of Medicine B.S. (Michigan 2000); M.D. (Wayne State 2004); M.P.H. (Vanderbilt 2010) [2011]

ANDREW N. PFEFFER, Assistant Professor of Emergency Medicine A.B. (Brown 2005); M.D. (Virginia 2010) [2013]

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CAMIRON LEIGH PFENNIG, Assistant Professor of Emergency Medicine B.A. (Marquette 2001); M.D. (Indiana, Indianapolis 2005) [2008]

JEAN P. PFOTENHAUER, Associate in Pediatrics B.A. (Reed 1976); M.S. (California, Irvine 1983) [1989]

WELLINGTON PHAM, Assistant Professor of Radiology and Radiological Sciences B.S., Ph.D. (Toledo 1996, 2000) [2006]

JASON PHAN, Research Assistant Professor of Biochemistry B.S. (California, Irvine 1995); Ph.D. (South Carolina 2001) [2009]

JOEL M. PHARES, Assistant Professor of Clinical Medicine B.S. (West Virginia 1992); M.D. (Robert Wood Johnson Medical, New Brunswick 1997) [2012]

FENNA T. PHIBBS, Assistant Professor of Neurology B.S. (Colorado State 1996); M.D. (Colorado 2002) [2007]

ELIZABETH J. PHILLIPS, John A. Oates Chair in Clinical Research; Professor of Pharmacology; Professor of Medicine B.Sc., M.D. (Alberta [Canada] 1987, 1989) [2013]

JOHN A. PHILLIPS III, David T. Karzon Chair in Pediatrics; Professor of Pediatrics; Professor of Pathology, Microbiology, and Immunology; Professor of Medicine; Director Division of Medical Genetics; Adjunct Professor of Pediatrics at Meharry Medical College M.D. (Wake Forest 1969) [1984]

ROBERT N. PIANA, Professor of Medicine A.B. (Harvard 1980); M.D. (Pennsylvania 1987) [2000]

MARIA BLANCA PIAZUELO, Research Assistant Professor of Medicine M.D. (Universidad del Valle [Colombia] 1986) [2005]

JAMES W. PICHERT, Professor of Medical Education and Administration B.S. (Bucknell 1974); M.S., Ph.D. (Illinois 1976, 1978) [1979]

KELLY PICKEL, Associate in Orthopaedic Surgery and Rehabilitation B.A. (Villanova 2005); M.S. (Trevecca Nazarene 2013) [2013]

DAVID R. PICKENS III, Associate Professor of Radiology and Radiological Sciences B.A. (University of the South 1969); B.E., M.S., Ph.D. (Vanderbilt 1971, 1977, 1981) [1981]

SAMUEL J. PIEPER, JR., Assistant Clinical Professor of Psychiatry M.D. (Baylor 1955) [1980]

HOLLY R. PIERCE, Assistant in Medicine B.S.N. (Tennessee 1997); M.S.N. (Vanderbilt 2007) [2008]

RICHARD A. PIERCE, Assistant Professor of Surgery B.S. (Duke 1992); Ph.D., M.D. (Virginia 2001, 2002) [2014]

LISA M. PIERCEY, Assistant Clinical Professor of Pediatrics B.S. (Lipscomb 1998); M.D. (East Tennessee State 2002); M.B.A. (Bethel College, McKenzie [Tennessee] 2009) [2007]

MONICA PIERSON, Assistant Professor of Clinical Pediatrics B.S.N. (Andrews 1976); M.D. (Univ of Juarez 1984) [2014]

JENNIFER A. PIETENPOL, Benjamin F. Byrd Jr. Chair in Oncology; Professor of Biochemistry; Professor of Cancer Biology; Professor of Otolaryngology; Director of the Vanderbilt-Ingram Cancer Center B.A. (Carleton College 1986); Ph.D. (Vanderbilt 1990) [1994]

JOHN B. PIETSCH, Associate Professor of Pediatric Surgery; Associate Professor of Pediatrics B.S. (Georgetown 1968); M.D. (Michigan 1972) [1986]

PIOTR P PILARSKI, Instructor in Medicine A.B. (Harvard 2005); M.D. (Vanderbilt 2011) [2014]

MICHAEL A. PILLA, Associate Professor of Clinical Anesthesiology B.A., B.S. (Widener 1990, 1990); M.D. (Pennsylvania 1994) [2007]

AUREA F. PIMENTA, Research Assistant Professor of Neurology; Research Assistant Professor of Pharmacology B.Sc., M.S., Ph.D. (Sao Paulo [Brazil] 1970, 1975, 1979) [2002]

J. ERIC PINA-GARZA, Professor of Pediatrics M.D. (Universidad Autónoma de Nuevo León, Monterrey [Mexico] 1984) [1994]

BRAM I. PINKLEY, Assistant Clinical Professor of Pediatrics B.S. (Vanderbilt 1994); M.D. (East Tennessee State 2001) [2006]

J. RAYMOND PINKSTON, Assistant Clinical Professor of Emergency Medicine B.S. (Vanderbilt 1986); M.D. (Tennessee, Memphis 1991) [1997]

C. WRIGHT PINSON, Deputy Vice Chancellor for Health Affairs; Senior Associate Dean for Clinical Affairs; H. William Scott Jr. Chair in Surgery; Professor of Surgery; CEO Vanderbilt Health Systems B.A., M.B.A. (Colorado, Denver 1974, 1976); M.D. (Vanderbilt 1980) [1990]

SHARON MARIE PIPER, Clinical Instructor in Obstetrics and Gynecology B.A. (Toledo 1981); M.D. (Eastern Virginia 1987) [1991]

DAVID W. PISTON, Louise B. McGavock Chair; Professor of Molecular Physiology and Biophysics; Professor of Physics; Director Biophotonics Institute B.A. (Grinnell 1984); M.S., Ph.D. (Illinois, Champaign 1986, 1989) [1992]

ANGELA PITMAN, Assistant in Medicine B.S. (Sam Houston State 2004); M.S.N. (Vanderbilt 2011) [2014]

ADAM S. PITTS, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S., D.D.S. (Oklahoma 2000, 2004); M.D. (Vanderbilt 2007) [2010]

GREGORY S. PLEMMONS, Associate Professor of Clinical Pediatrics B.S. (Wofford 1987); M.D. (Medical University of South Carolina 1992); M.F.A. (Bennington 2007) [1998]

SHELLY W. PLOCH, Assistant in Medicine B.S., M.S.N. (Vanderbilt 2009, 2011) [2012]

ERIN J. PLOSA, Instructor in Pediatrics B.A. (Vanderbilt 1999); M.D. (Wake Forest 2005) [2011]

FERNANDO P. POLACK, Professor of Pediatrics; Cesar Milstein Chair in Pediatrics B.S., M.D. (Buenos Aires [Argentina] 1985, 1990) [2009]

D. BRENT POLK, Adjunct Professor of Pediatrics B.S. (Ouachita Baptist 1980); M.D. (Arkansas, Little Rock 1984) [1990]

GREGORY G. POLKOWSKI, Assistant Professor of Orthopaedic Surgery and Rehabilitation B.S., M.D. (Arkansas 2000, 2004); M.Sc. (Connecticut 2012) [2013]

JENNIFER M. POLLICE-MESERVY, Assistant in Medicine B.S.N. (Michigan State 1993); M.S. (Michigan 2000) [2001]

BRIAN D. POLLOCK, Assistant in Psychiatry B.A. (Pennsylvania 2003); M.S.N. (Vanderbilt 2008) [2011]

VASILIY V. POLOSUKHIN, Research Associate Professor of Medicine M.D. (Tomsk Medical Institute [Russia] 1984); Ph.D., Sc.D. (Institute of Clinical and Experimental Medicine, Novosibirsk [Russia] 1991, 1998) [2003]

JENNIFER SHEPPARD POOLE, Assistant Professor of Clinical Medicine B.A. (Tennessee 2005); M.D. (Tennessee, Memphis 2011) [2014]

JOHN C. POPE IV, Professor of Urologic Surgery; Professor of Pediatrics B.A. (Wake Forest 1985); M.D. (Tennessee, Memphis 1989) [1997]

TANYA PORASHKA, Assistant Clinical Professor of Psychiatry M.D. (Medical Academy, Sofia [Bulgaria] 1996) [2010]

MICHAEL K. PORAYKO, Professor of Medicine B.S. (Illinois, Champaign 1977); M.D. (Illinois, Chicago 1981) [2002]

ELISABETH S. PORDES, Instructor in Clinical Pediatrics B.S. (Georgetown 2006); M.P.H., M.D. (Northeastern Illinois 2010, 2010) [2013]

NED A. PORTER, Professor of Biochemistry; Research Professor of Chemistry B.S.Ch.E. (Princeton 1965); Ph.D. (Harvard 1970) [1998]

ROBERT L. POST, Professor of Molecular Physiology and Biophysics, Emeritus A.B., M.D. (Harvard 1942, 1945) [1948]

FRANCK POTET, Research Assistant Professor of Medicine B.S., M.S. (Nantes [France] 1997, 1998); Ph.D. (Vanderbilt 2003) [2004]

AMY E. POTTER, Assistant Professor of Pediatrics; Assistant Professor of Medicine B.S. (Houston 1993); M.D. (Texas, San Antonio 1997) [2002]

ANNE E. POWELL, Research Instructor in Medicine B.A. (Concordia [Oregon] 2003); Ph.D. (Oregon Health and Science 2010) [2013]

JAMES E. POWELL, Medical Director for VMG Williamson County B.S. (Alabama 1987); M.D. (Alabama, Birmingham 1991) [1998]

DORRIS E. POWELL-TYSON, Assistant Professor of Emergency Medicine B.S., M.S. (Tuskegee 1987, 1989); M.D. (Wisconsin 1994) [2003]

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ALVIN C. POWERS, Joe C. Davis Chair in Biomedical Science; Professor of Medicine; Professor of Molecular Physiology and Biophysics; Director Divison of Diabetes, Endocrinology and Metabolism B.A. (Virginia 1976); M.D. (Tennessee, Memphis 1979) [1988]

JAMES S. POWERS, Associate Professor of Medicine B.A. (Wesleyan 1973); M.D. (Rochester 1977) [1983]

JENNIFER GLOECKNER POWERS, Assistant Professor of Medicine A.B. (Harvard 2004); M.D. (Vanderbilt 2008) [2012]

THOMAS A. POWERS, Adjunct Associate Professor of Radiology and Radiological Sciences B.S. (Duke 1969); M.D. (Vanderbilt 1973) [1980]

AMBRA POZZI, Professor of Medicine; Associate Professor of Molecular Physiology and Biophysics; Associate Professor of Cancer Biology Ph.D. (Florence [Italy] 1996) [2000]

SATISH D. PRABHU, Associate Clinical Professor of Pediatrics M.B.B.S. (Kasturba Medical [India] 1983); M.D. (Mangalore [India] 1986) [2005]

RUDRA PRAKASH, Clinical Professor of Psychiatry M.B.B.S. (G.S.V.M. Medical [India] 1972); M.D. (Lucknow [India] 1976) [2009]

SUBIR PRASAD, Assistant Clinical Professor of Neurology B.S.E.E. (Mississippi 1990); M.D. (Tennessee, Memphis 1995) [2004]

MARTHA K. PRESLEY, Assistant Professor of Clinical Medicine B.S., J.D., M.D. (Vanderbilt 2004, 2010, 2010) [2013]

MIAS PRETORIUS, Associate Professor of Anesthesiology; Associate Professor of Medicine M.B.Ch.B (Pretoria [South Africa] 1993); D.A. (College of Medicine, Durban [South Africa] 1995); M.Sc. (Vanderbilt 2002) [2001]

ANN H. PRICE, Associate Dean for Alumni Affairs B.A., M.D. (Vanderbilt 1971, 1978) [1983]

JAMES S. PRICE, Clinical Professor of Pediatrics B.A. (University of the South 1964); M.D. (Vanderbilt 1968) [1971]

JAN ELLEN PRICE, Assistant Professor of Clinical Medicine B.S. (Dickinson 1993); M.D. (Johns Hopkins 1997) [2001]

JULIE R. PRICE, Assistant Professor of Clinical Psychiatry B.S. (Florida State 2006); M.S., Psy.D. (Nova Southeastern 2009, 2012) [2013]

RONALD R. PRICE, Godfrey Hounsfield Chair in Radiology and Radiological Sciences; Professor of Physics; Professor of Radiology and Radiological Sciences B.S. (Western Kentucky 1965); Ph.D. (Vanderbilt 1971) [1979]

LAWRENCE S. PRINCE, Adjunct Associate Professor of Pediatrics B.S. (Miami 1989); Ph.D., M.D. (Alabama, Birmingham 1995, 1996) [2007]

WILLIAM W. PRINE, JR., Clinical Professor of Pediatrics B.S. (Louisiana State 1971); M.D. (Mississippi, Jackson 1971) [2005]

ADAM J. PRUDOFF, Assistant Professor of Clinical Medicine B.S. (Pennsylvania State 1993); M.D. (Hahnemann Medical 1998) [2006]

RONALD E. PRUITT, Assistant Clinical Professor of Medicine B.A., M.D. (North Carolina 1976, 1984) [2001]

JOHN C. PRYSE, JR., Assistant Professor of Clinical Oral and Maxillofacial Surgery B.S. (Lincoln Memorial 1971); D.D.S. (Tennessee, Memphis 1974) [2012]

APOSTOLOS PSYCHOGIOS, Assistant Professor of Pediatrics M.D. (Athens [Greece] 1989) [2013]

MEREDITH EVANS PUGH, Assistant Professor of Medicine B.S. (Richmond 2000); M.D. (Virginia Commonwealth 2004) [2012]

JILL M. PULLEY, Director Research Support Services; Research Associate Professor of Medical Education and Administration B.S. (Yale 1991); M.B.A. (Pennsylvania 1996) [2007]

MITCHELL A. PULLIAS, Associate Clinical Professor of Pediatrics B.A. (Lipscomb 1994); M.D. (Tennessee, Memphis 1999) [2003]

JOE B. PUTNAM, JR., Professor of Thoracic Surgery; Professor of Biomedical Informatics; Chair of the Department of Thoracic Surgery A.B., M.D. (North Carolina 1975, 1979) [2004]

IGOR PUZANOV, Associate Professor of Medicine M.D. (Charles, Prague [Czech Republic] 1991); M.S.C.I. (Vanderbilt 2007) [2005]

AI-DONG QI, Research Assistant Professor of Biochemistry M.D. (Binzhou Medical College [China] 1985); M.S. (Shandong Medical [China] 1990); Ph.D. (Chinese University of Hong Kong 1997) [2012]

YING QI, Research Instructor in Biochemistry M.D., M.S. (Henan Medical [China] 1986, 1989); Ph.D. (Beijing Medical [China] 1992) [2014]

HAN-ZHU QIAN, Assistant Professor of Medicine M.D. (Tongji [China] 1989); M.P.H. (Shanghai Medical [China] 1995); Ph.D. (Alabama, Birmingham 2005) [2007]

JUN QIAN, Research Instructor in Medicine B.S., M.S. (Hunan Medical [China] 1994, 1999); Ph.D. (Xiangya School of Medicine [China] 2002) [2012]

JINGBO QIAO, Research Assistant Professor of Pediatric Surgery B.S., M.S. (Harbin Medical [China] 1985, 1988); Ph.D. (Kyoto [Japan] 1997) [2009]

SHIMIAN QU, Research Assistant Professor of Neurology B.A. (Beijing Agricultural [China] 1984); M.S. (Chinese Academy of Sciences 1987); Ph.D. (Vanderbilt 1993) [2013]

XIANGHU QU, Research Assistant Professor of Pediatrics B.S., M.S. (Huazhong Normal [China] 1984, 1987); Ph.D. (Huazhong University of Science and Technology [China] 1999) [2006]

VITO QUARANTA, Professor of Cancer Biology M.D. (Bari [Italy] 1974) [2003]

C. CHAD QUARLES, Assistant Professor of Radiology and Radiological Sciences; Assistant Professor of Cancer Biology; Assistant Professor of Biomedical Engineering; Assistant Professor of Physics B.S. (Centenary College [Louisiana] 1999); Ph.D. (Medical College of Wisconsin 2004) [2007]

SUSANNA LEIGH QUASEM, Assistant Clinical Professor of Psychiatry B.A. (Southern Adventist 1998); M.D. (Tennessee, Memphis 2003) [2008]

RYAN T. RABURN, Assistant in Neurological Surgery B.S. (King 2005); M.S.M. (Trevecca Nazarene 2007) [2010]

ANDREW E. RADBILL, Assistant Professor of Pediatrics B.S. (Vanderbilt 1999); M.D. (Alabama, Birmingham 2003) [2010]

RAFAEL RADI, Adjunct Professor of Biochemistry M.D., Ph.D. (Universidad de la Rep blica [Uruguay] 1988, 1991) [2009]

LISA RAE, Assistant Professor of Surgery B.S. (Maryland 1996); M.B.S., M.D. (New Jersey Medical 2001, 2006) [2013]

STEPHEN P. RAFFANTI, Professor of Medicine B.A. (California, Berkeley 1975); M.D. (Genova [Italy] 1985); M.P.H. (Vanderbilt 2003) [1990]

PAUL W. RAGAN, Associate Clinical Professor of Psychiatry B.A. (Dartmouth 1977); M.D. (Arizona 1981) [1997]

AMANDA NELSON RAGLE, Assistant Professor of Radiology and Radiological Sciences B.S. (Western Kentucky 2000); M.D. (Kentucky, Lexington 2004) [2010]

JENNIFER M. RAGSDALE, Assistant Clinical Professor of Pediatrics B.S. (Notre Dame 1992); M.D. (Tennessee, Memphis 1997) [2000]

S. M. JAMSHEDUR RAHMAN, Research Assistant Professor of Medicine B.Sc., M.Sc. (Dhaka [Bangladesh] 1980, 1981); Ph.D. (Nagoya [Japan] 1991) [2006]

DAVID S. RAIFORD, Associate Vice Chancellor for Health Affairs; Senior Associate Dean for Faculty Affairs; Professor of Medical Education and Administration; Professor of Medicine; Chief Compliance Officer B.S. (Massachusetts Institute of Technology 1981); M.D. (Johns Hopkins 1985) [1991]

SATISH R. RAJ, Associate Professor of Medicine; Associate Professor of Pharmacology B.Sc. (Rensselaer Polytechnic Institute 1991); M.D. (Queen's [Canada] 1996); M.S.C.I. (Vanderbilt 2004) [2002]

TARA RAMACHANDRA, Instructor in Otolaryngology B.S., M.D. (Stanford 2004, 2009) [2014]

RAMNARAYAN RAMACHANDRAN, Assistant Professor of Hearing and Speech Sciences; Assistant Professor of Psychololgy M.Sc. (Birla Institute of Technology [India] 1991); M.S. (Virginia Commonwealth 1993); Ph.D. (Johns Hopkins 2000) [2012]

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DAYANIDHI RAMAN, Research Assistant Professor of Cancer Biology D.V.M. (Madras [India] 1988); Ph.D. (Kansas State 1995) [2003]

NAGENDRA RAMANNA, Assistant Professor of Medicine M.B.B.S. (Armed Forces Medical College [India] 1980); M.D. (Postgraduate Institute of Medical Education and Research [India] 1984) [2012]

LLOYD H. RAMSEY, Professor of Medicine, Emeritus B.S. (Kentucky, Lexington 1942); M.D. (Washington University 1950) [1953]

CARLA E. RANSOM, Assistant Professor of Obstetrics and Gynecology B.A. (Duke 2000); M.D. (North Carolina 2005) [2012]

UMA RAO, Professor of Psychiatry and Behavioral Sciences at Meharry Medical College; Professor of Psychiatry at Vanderbilt M.B.B.S. (Bangalore [India] 1982) [2011]

LEON RASKIN, Assistant Professor of Medicine M.Sc. (Tel Aviv [Israel] 1999); Ph.D. (Technion [Israel] 2005) [2012]

JUDITH A. RASSI, Associate Professor of Hearing and Speech Sciences, Emerita B.S. (Illinois State 1961); M.A. (Northwestern 1963) [1990]

CAROL ANN RAUCH, Associate Professor of Pathology, Microbiology, and Immunology A.B. (Dartmouth 1982); Ph.D., M.D. (Johns Hopkins 1991, 1991) [2011]

GILBERT W. RAULSTON, Assistant Clinical Professor of Psychiatry B.S. (Southern Mississippi 1980); M.D. (Mississippi, Jackson 1984) [1988]

MARK E. RAWLS, Assistant Professor of Clinical Pediatrics B.E. (Vanderbilt 2002); M.D. (Mississippi 2006) [2010]

JENNIFER L. RAY, Assistant Clinical Professor of Pediatrics B.S. (Western Kentucky 1989); M.D. (Louisville 1994) [2005]

WAYNE A. RAY, Professor of Health Policy B.S. (University of Washington 1971); M.S., Ph.D. (Vanderbilt 1974, 1981) [1974]

ERIN C. REBELE, Assistant Professor of Clinical Obstetrics and Gynecology B.S. (Lehigh 2002); M.D. (New Jersey Medical 2006) [2010]

CHURKU M. REDDY, Clinical Professor of Pediatrics P.P.C., M.B.B.S. (Osmania [India] 1966, 1966) [1995]

NISHITHA M. REDDY, Assistant Professor of Medicine M.B.B.S. (Ambedkar Medical [India] 1998); M.S.C.I. (Vanderbilt 2010) [2007]

SUJANA K REDDY, Instructor in Clinical Medicine B.A. (Northwestern 1999); M.D. (Tennessee, Memphis 2003) [2014]

V. SREENATH REDDY, Adjunct Associate Professor of Cardiac Surgery B.A. (Amherst 1990); M.D. (Alabama, Birmingham 1995); M.B.A. (Vanderbilt 2000) [2012]

CHRISTINE L. REED, Clinical Instructor in Pediatrics B.S. (Evangel 1999); M.D. (Eastern Virginia 2004) [2007]

PETER W. REED, Associate Professor of Pharmacology, Emeritus B.A. (Syracuse 1961); Ph.D. (SUNY, Upstate Medical Center 1968) [1975]

J. JEFFREY REESE, Associate Professor of Pediatrics; Associate Professor of Cell and Developmental Biology B.A., M.D. (Kansas 1982, 1982) [2002]

KRISTEN L. REESLUND, Assistant Professor of Pediatrics B.S., M.S., Ph.D. (Vanderbilt 2003, 2006, 2010) [2011]

EMILY REISENBICHLER, Assistant Professor of Pathology, Microbiology, and Immunology B.S. (Missouri 2000); M.D. (Texas, Galveston 2007) [2013]

NICHOLAS J. REITER, Assistant Professor of Biochemistry B.S. (Carleton College 1999); Ph.D. (Wisconsin 2006) [2012]

ANNE L. BURKS REVIERE, Assistant in Medicine B.S. (Tennessee 2001); M.S. (Middle Tennessee State 2004); M.S.N. (Vanderbilt 2009) [2013]

TONIA S. REX, Assistant Professor of Ophthalmology and Visual Sciences B.Pharm. (Oakland 1995); Ph.D. (California, Santa Barbara 2007) [2012]

BRENT N. REXER, Assistant Professor of Medicine; Assistant Professor of Cancer Biology B.S. (Baylor 1994); Ph.D., M.D. (Vanderbilt 2001, 2003) [2009]

ALBERT B. REYNOLDS, Ingram Professor of Cancer Research; Professor of Cancer Biology B.A. (Kenyon 1978); Ph.D. (Virginia 1985) [1996]

MICHELLE L. REYZER, Research Assistant Professor of Biochemistry B.S. (William and Mary 1991); Ph.D. (Texas 2000) [2004]

JULIE WANG REZK, Assistant Professor of Oral and Maxillofacial Surgery B.S. (Millsaps 2000); D.M.D. (Alabama, Birmingham 2006) [2008]

JULIE ELIZABETH REZNICEK, Assistant Professor of Medicine B.A. (Quinnipiac 1997); D.O. (Philadelphia College of Osteopathic Medicine 2004) [2010]

KAREN H. RHEA, Associate Clinical Professor of Psychiatry A.B. (King 1967); M.D. (North Carolina 1973) [1977]

RACHEL M. RICAFORT, Assistant Clinical Professor of Pediatrics B.S.N. (Vanderbilt 1988); M.D. (St. George's, Grenada 1997) [2003]

TODD W. RICE, Assistant Professor of Medicine B.S. (Notre Dame 1993); M.D. (Indiana, Indianapolis 1997); M.S.C.I. (Vanderbilt 2005) [2004]

BRUCE E. RICHARDS, Assistant Clinical Professor of Medicine B.S. (Rice 1978); M.D. (Vanderbilt 1982) [1992]

GREGORY P. RICHARDSON, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Western Kentucky 1985); D.M.D. (Louisville 1989) [1999]

THOMAS R. RICHARDSON, Assistant Professor of Clinical Medicine B.A. (William and Mary 1991); M.D. (Virginia 1995) [2006]

ROBERT E. RICHIE, Professor of Surgery, Emeritus B.S. (Kentucky, Lexington 1955); M.D. (Vanderbilt 1959) [1964]

J. ANN RICHMOND, Ingram Professor of Cancer Research; Professor of Cancer Biology; Professor of Medicine B.S. (Louisiana, Monroe 1966); M.N.S. (Louisiana State 1972); Ph.D. (Emory 1979) [1989]

KYRA A. RICHTER, Research Assistant Professor of Pathology, Microbiology, and Immunology B.S. (California, Santa Cruz 1999); M.S. (Barry 2000); Ph.D. (Vanderbilt 2005) [2010]

S. DORSEY RICKARD, Clinical Instructor in Pediatrics B.S. (Duke 2003); M.D. (Vanderbilt 2007) [2011]

TODD A. RICKETTS, Associate Professor of Hearing and Speech Sciences B.A., M.A., Ph.D. (Iowa 1989, 1991, 1995) [1999]

WILLIAM R. RIDDLE, Research Assistant Professor of Radiology and Radiological Sciences B.E. (Vanderbilt 1973); M.S. (Texas 1975); Ph.D. (Vanderbilt 1988) [1988]

HEATHER A. RIDINGER, Assistant Professor of Medicine B.S. (Brigham Young 2005); M.D. (Maryland, Baltimore 2009) [2013]

DEREK A. RIEBAU, Assistant Professor of Neurology B.S. (Wisconsin, Eau Claire 1991); M.D. (Wisconsin 2001) [2005]

DIANA C. RIERA, Assistant Professor of Pediatrics B.S. (Brown 1997); M.D. (New York Medical 2002) [2011]

W. RUSSELL RIES, Carol and John Odess Chair in Facial, Plastic and Reconstructive Surgery B.S. (Southwestern at Memphis 1975); M.D. (Tennessee, Memphis 1978) [1988]

MATTHIAS LUDWIG RIESS, Professor of Clinical Anesthesiology Ph.D. (Medical College of Wisconsin ); M.D. (Albert Ludwigs University of Freiburg [Germany] 1992) [2014]

JEFFREY RIGGS, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Indiana, Indianapolis 1999); D.D.S. (Indiana-Purdue, Indianapolis 2006); M.D. (Texas, Houston 2010) [2014]

STEVEN T. RILEY, Associate Clinical Professor of Pediatrics B.A. (Westminster College 1987); M.D. (Missouri, Kansas City 1992) [1999]

WAYNE JOSEPH RILEY, Clinical Professor of Medicine B.A. (Yale 1981); M.P.H. (Tulane 1988); M.D. (Morehouse 1993); M.B.A. (Rice 2002) [2007]

SHERYL L. RIMRODT, Assistant Professor of Pediatrics B.S. (Stanford 1986); M.D. (California, San Diego 1990) [2009]

MARYLYN D. RITCHIE, Adjoint Associate Professor of Molecular Physiology and Biophysics B.S. (Pittsburgh, Johnstown 1999); M.S., Ph.D. (Vanderbilt 2002, 2004) [2004]

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CARMELO J. RIZZO, Professor of Chemistry; Professor of Biochemistry B.S. (Temple 1984); Ph.D. (Pennsylvania 1990) [1992]

ALAN E. ROACH, Clinical Instructor in Pediatrics B.S. (Denison 2004); M.D. (Cincinnati 2008) [2011]

TIMOTHY R. ROADS, Associate Clinical Professor of Pediatrics M.D. (Indiana, Indianapolis 1978) [2005]

HOWARD B. ROBACK, Professor of Psychiatry, Emeritus B.A. (Case Western Reserve 1962); M.S. (Ohio 1964); Ph.D. (York [Canada] 1970) [1972]

IVAN M. ROBBINS, Professor of Medicine B.A. (Brown 1981); M.D. (Case Western Reserve 1991) [1997]

JASON B. ROBBINS, Assistant Clinical Professor of Medicine B.S., M.D. (Vanderbilt 1995, 1999) [2006]

MARK A. ROBBINS, Assistant Professor of Medicine B.S. (Arkansas State 1987); M.D. (Mississippi, Jackson 1993) [2006]

SHELLEY TORRES ROBERT, Assistant in Surgery B.S.N. (Middle Tennessee State 2007); M.S.N. (Vanderbilt 2010) [2011]

L. JACKSON ROBERTS, William Stokes Chair in Experimental Therapeutics; Professor of Pharmacology; Professor of Medicine B.A. (Cornell College 1965); M.D. (Iowa 1969) [1977]

DAVID ROBERTSON, Elton Yates Professorship in Autonomic Disorders; Professor of Medicine; Professor of Neurology; Professor of Pharmacology B.A., M.D. (Vanderbilt 1969, 1973) [1978]

MARSHA ROBERTSON, Assistant Clinical Professor of Psychiatry B.S. (Middle Tennessee State 1976); M.S. (Tennessee 1987) [2008]

ALTHEA A. ROBINSON, Assistant Professor of Neurology B.S. (Florida Atlantic 1999); M.D. (Morehouse 2004) [2009]

PATRICIA F. ROBINSON, Clinical Professor of Pediatrics B.A. (Wake Forest 1975); M.D. (Pennsylvania State 1979) [1982]

VITO K. ROCCO, Assistant Clinical Professor of Medicine B.S. (St. John's 1977); M.D. (Southern California 1981) [1988]

STANLEY C. RODDY, JR., Assistant Clinical Professor of Oral and Maxillofacial Surgery D.M.D. (Kentucky, Lexington 1970) [1975]

DAN M. RODEN, Assistant Vice Chancellor for Personalized Medicine; William Stokes Chair in Experimental Therapeutics; Professor of Medicine; Professor of Pharmacology B.Sc., M.D.C.M. (McGill [Canada] 1970, 1974) [1981]

SCOTT M. RODGERS, Associate Dean for Medical Students; Associate Professor of Medical Education and Administration; Associate Professor of Psychiatry B.S. (Duke 1988); M.D. (Vanderbilt 1994) [2000]

JACQUELINE L. RODIER, Clinical Instructor in Obstetrics and Gynecology A.B. (Cornell 1976); M.D. (Vanderbilt 1980) [1984]

ALICE L. RODRIGUEZ, Instructor in Pharmacology B.S., Ph.D. (Illinois, Champaign 1996, 2002) [2007]

BAXTER P. ROGERS, Research Associate Professor of Radiology and Radiological Sciences; Research Associate Professor of Psychiatry; Research Associate Professor of Biomedical Engineering B.S. (Furman 1998); M.S., Ph.D. (Wisconsin 2001, 2004) [2006]

JOHN P. ROHDE, Assistant Professor of Emergency Medicine B.A. (Hardin-Simmons 1994); M.D. (Texas, San Antonio 1999) [2005]

ANTONIS ROKAS, Cornelius Vanderbilt Chair in Biological Sciences; Associate Professor of Biological Sciences; Associate Professor of Biomedical Informatics B.Sc. (Crete [Greece] 1998); Ph.D. (Edinburgh [U.K.] 2001) [2007]

TRACY ROKAS, Adjunct Instructor in Medical Education and Administration B.A. (Bryn Mawr 1995); M.Sc., Ph.D. (Edinburgh [U.K.] 1998, 2001) [2012]

JOSEPH T. E. ROLAND, Research Assistant Professor of Surgery B.S., Ph.D. (Illinois, Champaign 1998, 2004) [2009]

LORI ANN ROLANDO, Assistant Professor of Clinical Medicine B.S. (Illinois, Champaign 1993); M.D. (Southern Illinois, Springfield 1997) [2008]

LOUISE A. ROLLINS-SMITH, Associate Professor of Pathology, Microbiology, and Immunology; Associate Professor of Pediatrics; Associate Professor of Biological Sciences B.A. (Hamline 1969); M.S., Ph.D. (Minnesota 1972, 1977) [1987]

MARY E. ROMANO, Assistant Professor of Pediatrics B.A. (Dartmouth 1996); M.D. (St. George's, Grenada 2001); M.P.H. (Florida International 2007) [2007]

JOANN ROMANO-KEELER, Instructor in Pediatrics B.A. (Duke 1998); M.S. (Columbia 2001); M.D. (Vermont 2006) [2012]

JAIME A. ROMERO, JR., Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Tennessee, Martin 2002); D.D.S. (Tennessee, Memphis 2007) [2014]

KREIG D. ROOF, Adjunct Assistant Professor of Psychology; Adjunct Instructor in Neurology B.A. (Delaware 1981); M.S., Ph.D. (Pennsylvania State 1984, 1989) [2001]

JERRI MICHELLE ROOK, Research Instructor in Pharmacology B.A. (Drury 2000); Ph.D. (Kansas 2008) [2012]

CONNIE K. ROOT, Assistant in Medicine; Adjunct Instructor in Nursing B.S. (Middle Tennessee State 1974); B.S.N. (Tennessee State 1982); M.S.N. (Vanderbilt 1990) [1991]

CHRISTIAN ROSAS SALAZAR, Assistant Professor of Pediatrics M.D. (Universidad Aut noma de Guadalajara [Mexico] 2002) [2013]

JOHN D. ROSDEUTSCHER, Assistant Clinical Professor of Plastic Surgery B.S., M.D. (Vanderbilt 1987, 1991) [2001]

KRISTIE M. ROSE, Research Assistant Professor of Biochemistry B.S. (Presbyterian [South Carolina] 2000); Ph.D. (Medical University of South Carolina 2005) [2010]

SAMUEL TRENT ROSENBLOOM, Associate Professor of Biomedical Informatics; Associate Professor of Pediatrics; Associate Professor of Medicine B.A. (Northwestern 1992); M.D., M.P.H. (Vanderbilt 1996, 2001) [2002]

MIA A. LEE ROSENFELD, Adjunct Assistant Professor of Hearing and Speech Sciences B.A. (Georgia 1988); M.S. (Vanderbilt 1993); Ph.D. (Kentucky, Lexington 2003) [2002]

SANDRA J. ROSENTHAL, Jack and Pamela Egan Professor of Chemistry; Professor of Chemistry; Professor of Pharmacology B.S. (Valparaiso 1987); Ph.D. (Chicago 1993) [1996]

JOHN D. ROSS, Assistant Professor of Radiology and Radiological Sciences B.A. (Vanderbilt 1994); M.D. (Tennessee, Memphis 1999) [2005]

KERRY W. ROSS, Clinical Instructor in Pediatrics B.A. (Union [Tennessee] 1993); M.D. (Tennessee, Memphis 1998) [2012]

TONY L. ROSS, Associate Professor of Clinical Medicine; Associate Professor of Clinical Pediatrics B.S. (Lipscomb 1977); M.D. (Louisville 1982) [2009]

OLIVIA W. ROSSANESE, Research Assistant Professor of Biochemistry B.S. (Drexel 1994); Ph.D. (Chicago 2000) [2010]

ANNE T. ROSSELL, Clinical Instructor in Obstetrics and Gynecology B.S. (Vanderbilt 1999); M.D. (Georgetown 2005) [2009]

ALICE M. ROTHMAN, Assistant Professor of Clinical Pediatrics B.A. (Cornell 1992); M.P.H. (North Carolina 1996); M.D. (Duke 1997) [2002]

RUSSELL L. ROTHMAN, Associate Professor of Medicine; Director, Vanderbilt Center for Health Services Research B.S., M.P.P., M.D. (Duke 1992, 1996, 1996) [2002]

JEFFREY N. ROTTMAN, Professor of Medicine; Professor of Pharmacology A.B. (Princeton 1976); M.A. (California, Berkeley 1977); M.D. (Columbia 1982) [1997]

CHRISTIANNE L. ROUMIE, Associate Professor of Medicine; Associate Professor of Pediatrics B.A. (Douglass [Canada] 1994); M.D. (New Jersey Medical 1998); M.P.H. (Vanderbilt 2005) [2004]

BERNARD ROUSSEAU, Associate Professor of Otolaryngology; Associate Professor of Mechanical Engineering; Associate Professor of Hearing and Speech Sciences B.S., M.A. (Central Florida 1998, 2000); Ph.D. (Wisconsin 2004) [2005]

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BEN H. ROWAN III, Assistant Professor of Clinical Medicine B.E. (Vanderbilt 1989); M.D. (Tennessee, Memphis 2001) [2004]

AMA ARTHUR ROWE, Assistant Professor of Clinical Psychiatry B.A. (Spelman 2001); M.D. (Meharry Medical 2006) [2011]

DONALD H. RUBIN, Professor of Medicine; Professor of Pathology, Microbiology, and Immunology B.A. (Stony Brook 1969); M.D. (Cornell 1974) [1992]

H. EARL RULEY, Professor of Pathology, Microbiology, and Immunology B.A. (Stanford 1974); Ph.D. (North Carolina 1980) [1992]

PAUL J. RUMMO, Assistant Professor of Orthopaedic Surgery and Rehabilitation B.A. (Saint Anselm 1990); D.O. (New England College 1994) [2005]

VICTORIA R. RUNDUS, Associate Clinical Professor of Pediatrics B.S. (Houston 1991); M.D. (Texas, San Antonio 1999) [2003]

JORDAN DOUGLAS RUPP, Instructor in Emergency Medicine B.A. (Taylor 2007); M.D. (Wright State 2011) [2014]

CHARLES B. RUSH, Associate Professor of Clinical Obstetrics and Gynecology B.A. (Northwestern 1979); M.D. (Cincinnati 1984) [1988]

MARGARET G. RUSH, Professor of Clinical Pediatrics; Chief of Staff, Monroe Carell Jr. Children's Hospital at Vanderbilt B.A. (DePauw 1980); M.D. (Cincinnati 1984) [1989]

STEPHAN E. RUSS, Associate Professor of Emergency Medicine B.S. (Tennessee 1997); M.D. (Tennessee, Memphis 2003) [2006]

HENRY P. RUSSELL, Assistant Professor of Clinical Surgery B.S. (U.S. Military Academy 1969); M.D. (Tennessee, Memphis 1978) [2006]

REGINA G. RUSSELL, Assistant in Medical Education and Administration B.A., M.Ed. (Arkansas 1995, 1997); M.A. (Tennessee 2005) [2013]

WILLIAM E. RUSSELL, Cornelius Vanderbilt Chair; Professor of Pediatrics; Professor of Cell and Developmental Biology B.S. (Michigan 1972); M.D. (Harvard 1976) [1990]

WILLIAM L. RUSSELL, Adjunct Professor of Surgery B.S. (Delta State 1964); M.D. (Arkansas, Little Rock 1969) [2006]

ABIGAIL RYAN, Clinical Instructor in Pediatrics B.A. (Saint Louis 2004); M.D. (Saint Louis University 2008) [2013]

G. KYLE RYBCZYK, Senior Associate in Medicine B.S.N. (MidAmerica Nazarene 1987); M.S.N. (Vanderbilt 1998) [1999]

SERGEY V. RYZHOV, Research Assistant Professor of Medicine M.D., Ph.D. (Siberian State [Russia] 1995, 1999) [2004]

PABLO J. SAAVEDRA, Assistant Professor of Medicine B.S., M.D. (Case Western Reserve 1988, 1996) [2005]

DAVID N. SACKS, Assistant Professor of Clinical Psychiatry B.A., M.A. (Stanford 1992, 1992); Ph.D. (Florida State 2003) [2013]

GLYNIS A. SACKS-SANDLER, Professor of Clinical Radiology and Radiological Sciences; Associate Professor of Clinical Obstetrics and Gynecology M.B.B.Ch. (Witwatersrand [South Africa] 1978) [2003]

VIKRANT V. SAHASRABUDDHE, Research Assistant Professor of Medicine M.B.B.S. (Pune [India] 1999); M.P.H., Dr.P.H. (Alabama, Birmingham 2003, 2006) [2005]

JIQING SAI, Research Assistant Professor of Cancer Biology B.S. (Anhui [China] 1984); M.S. (Beijing Agricultural [China] 1990); Ph.D. (Vanderbilt 2000) [2004]

AMANDA H. SALANITRO MIXON, Assistant Professor of Medicine B.A. (Earlham School of Religion 1995); M.D. (Texas Tech University 2004); M.P.H. (Alabama, Birmingham 2009) [2010]

SAFIA N. SALARIA, Assistant Professor of Pathology, Microbiology, and Immunology B.S. (University of the Punjab [Pakistan] 2004); M.B.B.S. (King Edward Medical [Pakistan] 2004) [2013]

SUSAN S. SALAZAR, Assistant Professor of Clinical Obstetrics and Gynecology B.S.N. (Barry 1988); M.S.N. (Florida 1996); Ph.D. (Barry 2009) [2012]

KENNETH J. SALLENG, Assistant Professor of Pathology, Microbiology, and Immunology B.A. (Berea 1987); D.V.M. (Missouri 1992) [2006]

JOSEPH G. SALLOUM, Assistant Professor of Medicine B.S., M.D. (American University of Beirut [Lebanon] 1992, 1996) [2005]

BLAKE L. SALMONY IV, Assistant in Medicine B.S. (Goucher 2006); M.S.N. (Vanderbilt 2010) [2012]

BLAKE SALTAFORMAGGIO, Instructor in Radiology and Radiological Sciences B.S., M.D. (Louisiana State 2005, 2009) [2014]

UCHECHUKWU K. A. SAMPSON, Assistant Professor of Medicine; Assistant Professor of Radiology and Radiological Sciences; Assistant Professor of Pathology, Microbiology, and Immunology M.B.B.S. (Ibadan [Nigeria] 1994); M.B.A. (Rutgers, Newark 1998); M.P.H. (Robert Wood Johnson Medical, New Brunswick 1998); M.Sc. (Oxford [U.K.] 2004) [2007]

DAVID C. SAMUELS, Associate Professor of Molecular Physiology and Biophysics B.A. (Washington University 1983); Ph.D. (Oregon 1990) [2009]

WARREN S. SANDBERG, Professor of Anesthesiology; Professor of Biomedical Informatics; Professor of Surgery; Chair of the Department of Anesthesiology B.A. (California, Berkeley 1986); Ph.D., M.D. (Chicago 1991, 1994) [2010]

CHARLES R. SANDERS II, Aileen M. Lange and Annie Mary Lyle Chair in Cardiovascular Research; Professor of Biochemistry; Professor of Medicine B.S. (Milligan 1983); Ph.D. (Ohio State 1988) [2002]

DAN S. SANDERS III, Clinical Professor of Pediatrics B.S. (Kentucky, Lexington 1974); M.D. (Vanderbilt 1978) [1983]

WILLIAM A. SANDERS, Clinical Instructor in Pediatrics B.S. (Vanderbilt 2003); M.D. (Tennessee, Memphis 2008) [2011]

ELAINE SANDERS-BUSH, Professor of Pharmacology, Emerita B.S. (Western Kentucky 1962); Ph.D. (Vanderbilt 1967) [1968]

MAUREEN SANDERSON, Professor of Obstetrics and Gynecology at Meharry Medical College; Adjunct Professor of Medicine at Vanderbilt B.S. (Ohio State 1979); M.P.H. (Texas, Houston 1984); Ph.D. (University of Washington 1996) [2010]

KIM SANDLER, Instructor in Radiology and Radiological Sciences B.A. (Emory 2005); M.D. (Vanderbilt 2009) [2014]

MARTIN P. SANDLER, Professor of Radiology and Radiological Sciences; Professor of Medicine M.B.Ch.B (Cape Town [South Africa] 1972) [1983]

MAUREEN S. SANGER, Assistant Professor of Pediatrics B.A. (Notre Dame 1982); M.S., Ph.D. (Vanderbilt 1985, 1988) [2007]

SAMUEL A. SANTORO, Dorothy Beryl and Theodore R. Austin Chair in Pathology; Professor of Pathology, Microbiology, and Immunology; Professor of Biochemistry; Chair of the Department of Pathology, Microbiology, and Immunology B.S. (Emory 1972); Ph.D., M.D. (Vanderbilt 1979, 1979) [2003]

REBECCA M. SAPPINGTON-CALKINS, Assistant Professor of Ophthalmology and Visual Sciences; Assistant Professor of Pharmacology B.S. (Washington College 2000); M.S., Ph.D. (Rochester 2003, 2004) [2009]

ROCHELL LEE SASSE, Assistant in Urologic Surgery A.D. (Columbia State Community 1998); M.S.N. (Vanderbilt 2007) [2008]

MOHANAKRISHNAN M. SATHYAMOORTHY, Assistant Clinical Professor of Medicine B.S., M.S.E. (Johns Hopkins 1993, 1995); M.D. (SUNY, Stony Brook 2001) [2007]

GOWRI SATYANARAYANA, Assistant Professor of Medicine B.S. (Wright State 2001); M.D. (Ohio State 2007) [2013]

CHRISTINE SAUNDERS, Research Associate Professor of Pharmacology B.A. (Franklin and Marshall 1988); Ph.D. (Philadelphia College of Pharmacy 1994) [2002]

BIPIN N. SAVANI, Professor of Medicine M.B.B.S. (B. J. Medical [India] 1987) [2007]

BENJAMIN R. SAVILLE, Assistant Professor of Biostatistics B.S. (Brigham Young 2002); M.S., Ph.D. (North Carolina 2004, 2008) [2008]

MICHAEL ROBERT SAVONA, Associate Professor of Clinical Medicine B.A. (Davidson 1994); M.D. (Wake Forest 2002) [2014]

DOUGLAS B. SAWYER, Lisa M. Jacobson Chair in Cardiovascular Medicine; Professor of Medicine; Professor of Pharmacology B.S., Ph.D., M.D. (Cornell 1984, 1990, 1991) [2006]

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JOHN L. SAWYERS, Professor of Surgery, Emeritus B.A. (Rochester 1946); M.D. (Johns Hopkins 1949) [1961]

RISHI K. SAXENA, Assistant Clinical Professor of Medicine M.D. (Government Medical, Chandigarh [India] 1983) [2005]

MELISSA L. YESKA SCALISE, Assistant Professor of Clinical Medicine B.S. (Wayne State 2001); M.D. (Nebraska 2006) [2010]

ANDREW E. SCANGA, Assistant Professor of Medicine B.S., M.D. (North Carolina 1997, 2002) [2009]

KRISTEN R. SCARPATO, Instructor in Urologic Surgery B.A. (Colorado 2000); M.P.H. (Boston University 2003); M.D. (Tufts 2009) [2014]

HEIDI M. SCHAEFER, Associate Professor of Medicine B.S., M.D. (Cincinnati 1994, 1998) [2004]

WILLIAM SCHAFFNER, Professor of Health Policy; Professor of Medicine B.S. (Yale 1957); M.D. (Cornell 1962) [1968]

JEFFREY D. SCHALL, E. Bronson Ingram Professor of Neuroscience; Professor of Ophthalmology and Visual Sciences B.S. (Denver 1982); Ph.D. (Utah 1986) [1989]

KEVIN L. SCHEY, Professor of Biochemistry; Professor of Ophthalmology and Visual Sciences B.S. (Muhlenberg 1984); Ph.D. (Purdue 1989) [2008]

JONATHAN S. SCHILDCROUT, Associate Professor of Biostatistics; Associate Professor of Anesthesiology B.S. (Indiana, Bloomington 1994); M.S. (North Carolina 1996); Ph.D. (University of Washington 2004) [2004]

NICOLE L. SCHLECHTER, Clinical Instructor in Obstetrics and Gynecology B.A., Ph.D. (California, Berkeley 1983, 1987); M.D. (Vanderbilt 1990) [1994]

KELLY H. SCHLENDORF, Assistant Professor of Medicine B.S., B.A. (Duke 1999, 1999); M.D. (Emory 2005); M.H.S. (Johns Hopkins 2011) [2012]

BARBARA G. SCHNEIDER, Research Professor of Medicine B.S. (Baylor 1971); M.A., Ph.D. (Texas, San Antonio 1975, 1989) [2005]

CLAUS SCHNEIDER, Associate Professor of Pharmacology M.S., B.A., Ph.D. (Universit t W rzburg [Germany] 1992, 1996, 1997) [2001]

NATASHA J. SCHNEIDER, Assistant Professor of Medicine B.S. (Harvard 2005); M.D. (Vanderbilt 2005) [2013]

RICHARD P. SCHNEIDER, Associate Clinical Professor of Medicine B.A. (Emory 1963); M.D. (Columbia 1967) [1973]

SCARLETT E. SCHNEIDER, Assistant Professor of Clinical of Medicine B.S., M.D. (Miami 2002, 2006) [2013]

JOHN F. SCHNELLE, Paul V. Hamilton M.D. Chair in Geriatrics; Professor of Medicine B.A. (Hanover 1966); Ph.D. (Tennessee 1970) [2006]

NATHALIE C. SCHNETZ-BOUTAUD, Research Instructor in Pharmacology Maîtrise, D.E.A., Ph.D. (Louis Pasteur [France] 1987, 1990, 1994) [2007]

JONATHAN G. SCHOENECKER, Assistant Professor of Orthopaedic Surgery and Rehabilitation; Assistant Professor of Pathology, Microbiology, and Immunology; Assistant Professor of Pharmacology; Assistant Professor of Pediatrics B.A. (Middlebury 1996); Ph.D., M.D. (Duke 2002, 2003) [2009]

HAL C. SCHOFIELD, Assistant Clinical Professor of Psychiatry B.A. (Brigham Young 1986); M.D. (Texas, San Antonio 1994) [1998]

MARY WALKER SCHOFIELD, Assistant Clinical Professor of Pediatrics B.S. (Louisiana State, Shreveport 1980); M.D. (Louisiana State 1984) [2010]

SETH J. SCHOLER, Associate Professor of Pediatrics B.A., M.D., M.P.H. (Indiana, Indianapolis 1985, 1989, 1994) [1995]

RACHEL L. SCHREIER, Assistant in Medicine B.S. (Tennessee, Martin 1996); M.S.N. (Vanderbilt 1998) [2011]

C. MELANIE SCHUELE, Associate Professor of Hearing and Speech Sciences B.S.Ed. (Miami [Ohio] 1981); M.A. (Texas 1985); Ph.D. (Kansas 1995) [2002]

KATHARINE N. SCHULL, Assistant Clinical Professor of Pediatrics B.S., M.D. (Alabama, Birmingham 1981, 1985) [1997]

BRENDA A. SCHULMAN, Adjunct Associate Professor of Biochemistry B.A. (Johns Hopkins 89); Ph.D. (Massachusetts Institute of Technology 1996) [2007]

GERALD SCHULMAN, Professor of Medicine B.A. (SUNY, Buffalo 1973); M.D. (New York Medical 1977) [1988]

DAVID ALLEN SCHWARTZ, Associate Professor of Medicine B.A. (Pennsylvania 1990); M.D. (Meharry Medical 1995) [2002]

GARY R. SCHWARTZ Associate Professor of Clinical Emergency Medicine; Assistant Professor of Pediatrics B.S. (Emory 1980); M.D. (Morehouse 1985) [1991]

HERBERT S. SCHWARTZ, Professor of Orthopaedic Surgery and Rehabilitation; Professor of Pathology, Microbiology, and Immunology; Chair of the Department of Orthopaedic Surgery and Rehabilitation B.S. (Illinois, Chicago 1977); M.D. (Chicago 1981) [1987]

MARY RUTH SCOBEY, Clinical Instructor in Pediatrics B.S. (Lipscomb 2002); M.D. (Tennessee, Memphis 2006) [2014]

CAROL R. SCOTT, Assistant in Medicine B.A. (Randolph-Macon Woman's College 1989); B.S., M.S. (Tennessee 1992, 1996) [2007]

JOHN D. SCOTT, Instructor in Clinical Medicine; Instructor in Clinical Pediatrics B.A. (Harding 1988); M.D. (Tennessee, Memphis 1993) [2006]

PATRICIA L. SCOTT, Assistant Clinical Professor of Obstetrics and Gynecology B.S. (Tennessee 1995); M.S. (Tulane 1999); M.D. (Tennessee, Memphis 2003) [2010]

SHALI RICKER SCOTT, Clinical Instructor in Obstetrics and Gynecology B.A. (Tennessee 1989); M.D. (Tennessee, Memphis 1993) [1997]

JENNIFER A. SCROGGIE, Assistant Professor of Nursing; Associate in Psychiatry B.S.N. (Belmont 1994); M.S.N. (Vanderbilt 1997) [2003]

LINDA J. SEALY, Associate Professor of Cancer Biology; Associate Professor of Cell and Developmental Biology; Associate Professor of Molecular Physiology and Biophysics B.A. (Illinois Wesleyan 1976); Ph.D. (Iowa 1980) [1986]

CHARLES M. SEAMENS, Associate Professor of Clinical Emergency Medicine B.S., M.D. (Georgetown 1981, 1985) [1992]

JENNIFER B. SEAWELL, Assistant Clinical Professor of Pediatrics B.S. (Louisiana State 1998); M.D. (Louisiana State, New Orleans 2002) [2005]

ERIC SEBZDA, Assistant Professor of Pathology, Microbiology, and Immunology B.Sc., Ph.D. (Toronto [Canada] 1992, 1998) [2007]

RAPHAEL SEE, Assistant Professor of Medicine B.S. (Arizona State 2003); M.D. (Texas, Southwestern Medical 2003) [2010]

SARAH H. SEE, Assistant Professor of Clinical Medicine M.D. (Texas, Southwestern Medical 2006) [2012]

NEIL E. SEETHALER, Associate Clinical Professor of Pediatrics B.A. (Pennsylvania 1992); M.D. (Vanderbilt 1996) [2003]

DONNA L. SEGER, Professor of Clinical Medicine; Professor of Clinical Emergency Medicine B.S., M.D. (North Dakota 1975, 1977) [1988]

JOHN W. SEIBERT, Assistant Professor of Otolaryngology B.S. (Vanderbilt 1994); M.S., M.D. (Arkansas, Little Rock 1997, 2001) [2009]

SANDRA S. SEIDEL, Associate in Psychiatry B.S.N. (South Dakota State 1987); M.S.N. (Vanderbilt 1992); D.N.P. (Minnesota 2013) [2002]

DOUGLAS L. SEIDNER, Associate Professor of Medicine B.S. (SUNY, Albany 1979); M.D. (SUNY, Upstate Medical Center 1983) [2008]

WESLEY H. SELF, Assistant Professor of Emergency Medicine B.S. (Davidson 2001); M.D. (Virginia 2005) [2009]

REBECCA JUNE SELOVE, Adjunct Associate Professor of Psychiatry M.A. (Western Kentucky 1979); Ph.D. (Peabody 1984); M.P.H. (Saint Louis 2002) [2013]

SALYKA SENGSAYADETH, Assistant Professor of Medicine B.A., M.D. (East Tennessee State 2002, 2006) [2013]

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WILLLIAM E. SERAFIN, Assistant Professor of Clinical Medicine B.S. (Middle Tennessee State 1975); M.D. (Vanderbilt 1979) [1984]

JOHN S. SERGENT, Professor of Medicine B.A., M.D. (Vanderbilt 1963, 1966) [1988]

SHANNON E. SERIE, Assistant Professor of Clinical Medicine B.S. (Wake Forest 1997); M.D. (Tennessee, Memphis 2001) [2007]

MANISH K. SETHI, Assistant Professor of Orthopaedic Surgery and Rehabilitation B.A., B.Sc. (Brown 2000, 2000); M.D. (Harvard Medical 2005) [2010]

HEATHER A. SEVCIK, Instructor in Clinical Obstetrics and Gynecology B.A. (Warren Wilson 2010); M.S.N. (Vanderbilt 2012) [2013]

CARLA M. SEVIN, Assistant Professor of Medicine B.A. (Duke 1997); M.D. (South Florida 2004) [2011]

ROBERT A. SEWELL, Associate Clinical Professor of Urologic Surgery B.S. (Duke 1964); M.D. (Vanderbilt 1968) [1977]

R. BRUCE SHACK, Professor of Plastic Surgery; Chair of the Department of Plastic Surgery; Adjunct Professor of Nursing M.D. (Texas, Galveston 1969) [2002]

CLAUDE EDWARD SHACKELFORD, Assistant Professor of Clinical Pediatrics; Assistant Professor of Clinical Medicine B.A. (Harvard 1995); M.D. (Alabama, Birmingham 2000) [2008]

DAVID SHAFFER, Professor of Surgery B.A. (Yale 1978); M.D. (Columbia 1982) [2001]

CHIRAYU SHAH, Assistant Clinical Professor of Radiology and Radiological Sciences B.S. (Lipscomb 1998); M.D. (Meharry Medical 2004) [2012]

MALEE V. SHAH, Assistant Professor of Pediatrics M.D. (Medical University of Silesia [Poland] 2001) [2009]

CHEVIS N. SHANNON, Research Assistant Professor of Neurological Surgery B.S. (Alabama, Birmingham 1993); M.B.A. (Florida State 1998); M.P.H., Dr.P.H. (Alabama, Birmingham 2002, 2009) [2013]

ANGELIQUE M. SHAPMAN, Assistant in Medicine B.S. (Austin Peay State 2005); M.S.N. (Saint Louis 2008) [2011]

STEVEN S. SHARFSTEIN, Adjunct Professor of Psychiatry B.A. (Dartmouth 1964); M.D. (Yeshiva 1968); M.P.A. (Harvard 1973) [2008]

KENNETH W. SHARP, Professor of Surgery B.S. (Florida 1973); M.D. (Johns Hopkins 1977) [1984]

DERON V. SHARPE, Assistant Clinical Professor of Neurology B.S., M.D. (Missouri 1994, 1998) [2003]

JOHN H. SHATZER, JR., Associate Professor of Medical Education and Administration; Director, Center for Experimental Learning and Assessment B.A. (Evansville 1967); M.S. (Indiana, Bloomington 1969); Ph.D. (Illinois, Champaign 1991) [2005]

AARON C. SHAVER, Assistant Professor of Pathology, Microbiology, and Immunology B.S. (Rice 1997); Ph.D. (Pennsylvania 2003); M.D. (Chicago 2007) [2012]

AMANDA M. SHAW, Assistant in Medicine B.S. (Middle Tennessee State 1997); M.S.N. (Vanderbilt 2002) [2011]

ANDREW SHAW, Professor of Clinical Anesthesiology B.Sc. (Imperial College of Science and Technology [U.K.] 1991); M.B.B.S. (London [U.K.] 1992) [2014]

ROMAN V. SHCHEPIN, Research Instructor in Radiology and Radiological Sciences B.S. (Perm State [Russia] 2000); Ph.D. (Nebraska 2006) [2007]

JOHN K. SHEA, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Bradley 1982); D.M.D. (Southern Illinois 1986) [2009]

JONATHAN H. SHEEHAN, Research Assistant Professor of Biochemistry A.B. (Harvard 1988); Ph.D. (Vanderbilt 2006) [2009]

MARLON SHELL, Assistant Clinical Professor of Pediatrics B.S., M.D. (Michigan 2002, 2006) [2010]

JAMES R. SHELLER, Professor of Medicine B.A. (University of the South 1967); M.A. (Oxford [U.K.] 1970); M.D. (Vanderbilt 1973) [1981]

ELAINE L. SHELTON, Research Assistant Professor of Pediatrics B.A. (Miami [Ohio] 2002); Ph.D. (Cincinnati 2008) [2013]

RICHARD C. SHELTON, Adjunct Professor of Psychiatry B.S. (East Tennessee State 1975); M.D. (Louisville 1979) [1985]

SHARON T. SHEN, Assistant Professor of Medicine B.S. (Massachusetts Institute of Technology 1999); M.D. (Northwestern 2003) [2013]

JAYANT P. SHENAI, Professor of Pediatrics M.B.B.S. (Seth G.S. Medical [India] 1969); D.C.H. (College of Physicians and Surgeons, Mumbai [India] 1971); M.D. (Seth G.S. Medical [India] 1972) [1978]

QUANHU SHENG, Research Instructor in Cancer Biology B.S. (Nanjing Univ. 1995); M.S., Ph.D. (Chinese Academy of Sciences 2003, 2008) [2014]

BRYAN E. SHEPHERD, Associate Professor of Biostatistics B.S. (Brigham Young 1999); M.S., Ph.D. (University of Washington 2001, 2005) [2005]

MARTHA ELLEN SHEPHERD, Instructor in Clinical Pediatrics; Instructor in Clinical Medicine B.S. (Tennessee, Martin 1997); D.O. (Kansas City 2001) [2008]

VIRGINIA L. SHEPHERD, Professor of Pathology, Microbiology, and Immunology; Professor of Science Education B.S., M.S., Ph.D. (Iowa 1970, 1972, 1975) [1988]

DEBORAH D. SHERMAN, Assistant Clinical Professor of Ophthalmology and Visual Sciences B.S. (Baylor 1982); M.D. (East Tennessee State 1986) [1991]

MICHAEL H. SHERMAN, Assistant Professor of Clinical Psychiatry B.S. (Colorado State 1972); M.D. (Colorado 1976) [1990]

EDWARD R. SHERWOOD, Professor of Anesthesiology B.S. (Southwestern [Texas] 1981); Ph.D. (Tulane 1986); M.D. (Chicago 1994) [2012]

CYNDYA A. SHIBAO, Assistant Professor of Medicine B.Sc., M.D. (Universidad Peruana 'Cayetano Heredia' [Peru] 2001, 2001) [2006]

BIH-HWA SHIEH, Associate Professor of Pharmacology B.S., M.S. (National Taiwan 1979, 1981); Ph.D. (Stony Brook 1986) [1991]

ANDREW ALAN SHINAR, Associate Professor of Orthopaedic Surgery and Rehabilitation B.A. (Stanford 1984); M.D. (Columbia 1988) [2001]

ERIC TATSUO SHINOHARA, Assistant Professor of Radiation Oncology B.S. (Maryland 1999); M.D., M.S.C.I. (Vanderbilt 2003, 2005) [2010]

MASAKAZU SHIOTA, Associate Professor of Molecular Physiology and Biophysics B.S. (Rakuno Gakuen [Japan] 1976); D.V.M. (Ministry of Agriculture, Forestry and Fisheries 1976); M.S., Ph.D. (Osaka Prefecture [Japan] 1978, 1987) [1996]

IRA A. SHIVITZ, Assistant Clinical Professor of Ophthalmology and Visual Sciences B.A. (SUNY, Buffalo 1974); M.D. (Vanderbilt 1978) [1995]

ASHLEY H. SHOEMAKER, Instructor in Pediatrics B.S. (William and Mary 2002); M.D. (Virginia Commonwealth 2006); M.S.C.I. (Vanderbilt 2012) [2010]

M. BENJAMIN SHOEMAKER, Instructor in Medicine B.S. (William and Mary 2002); M.D. (Virginia 2006) [2014]

SEPIDEH SHOKOUHI, Assistant Professor of Radiology and Radiological Sciences Ph.D. (SUNY, Stony Brook 2001) [2012]

MATTHEW S. SHOTWELL, Assistant Professor of Biostatistics B.S., M.S. (East Tennessee State 2004, 2006); Ph.D. (Medical University of South Carolina 2010) [2011]

MARTHA J. SHRUBSOLE, Research Associate Professor of Medicine B.S. (Cedarville 1996); M.S. (Ohio State 1998); Ph.D. (South Carolina 2001) [2004]

XIAO OU SHU, Ingram Professor of Cancer Research; Professor of Medicine M.D., M.P.H. (Shanghai Medical [China] 1984, 1987); M.Phil., Ph.D. (Columbia 1992, 1993) [2000]

HARRISON J. SHULL, JR., Associate Clinical Professor of Medicine B.S. (Vanderbilt 1966); M.D. (Tennessee, Memphis 1970) [1977]

EDWARD K. SHULTZ Associate Professor of Biomedical Informatics; Associate Professor of Pathology, Microbiology, and Immunology B.S. (Oregon 1975); M.D. (Yale 1979); M.S. (Minnesota, Duluth 1984) [1997]

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ELIZABETH K.B. SHULTZ, Assistant Professor of Clinical Psychiatry B.S. (Indiana, Bloomington 2005); D.O. (Kansas City 2009) [2013]

JOHN L. SHUSTER, JR., Clinical Professor of Psychiatry B.A. (Tennessee, Chattanooga 1983); M.D. (Emory 1987) [2010]

YU SHYR, Harold L. Moses Chair in Cancer Research; Professor of Biostatistics; Professor of Biomedical Informatics; Professor of Cancer Biology; Professor of Health Policy; Director of the Center for Quantitative Sciences B.B.A. (Tamkang [Taiwan] 1985); M.S. (Michigan State 1989); Ph.D. (Michigan 1994) [1994]

GHODRAT A. SIAMI, Professor of Medicine, Emeritus B.S., M.D. (Tehran [Iran] 1952, 1955); Ph.D. (Vanderbilt 1971) [1983]

KATHERINE L. SIBLER, Assistant in Medicine B.S.N. (Florida State 2006); M.S.N. (Vanderbilt 2008) [2010]

ANJALI T. SIBLEY, Assistant Professor of Clinical Medicine B.A. (Vanderbilt 1997); M.D. (Tennessee, Memphis 2003) [2012]

MOHSIN SIDAT, Adjunct Associate Professor of Health Policy M.D. (Universidade Eduardo Mondlane [Mozambique] 1994); M.Sc. (London [U.K.] 2000); Ph.D. (Melbourne [Australia] 2007) [2011]

VIVIAN SIEGEL, Adjunct Research Professor of Medicine A.B. (Bowdoin 1981); Ph.D. (California, San Francisco 1987) [2006]

EDWARD D. SIEW, Assistant Professor of Medicine B.A. (Johns Hopkins 1995); M.D. (Chicago 1999); M.S.C.I. (Vanderbilt 2007) [2008]

LISA BETH SIGNORELLO, Adjunct Research Associate Professor of Medicine B.S. (Pennsylvania 1990); Sc.M., Sc.D. (Harvard 1996, 1998) [2000]

BANTAYEHU SILESHI, Assistant Professor of Anesthesiology B.S. (California, San Diego 2000); M.D. (Johns Hopkins 2004) [2014]

ALLEN K. SILLS, JR., Associate Professor of Neurological Surgery; Associate Professor of Orthopaedic Surgery and Rehabilitation B.S. (Mississippi State 1986); M.D. (Johns Hopkins 1990) [2009]

WILSON PEREIRA SILVA, Adjunct Assistant Professor M.Sc. (Universidade Federal de Goi s [Brazil] 1994); B.S. (Pontif cia Universidade Cat lica de Goi s [Brazil] 1994); Ph.D. (Sao Paulo [Brazil] 2003) [2011]

ANTONIA SILVA-HALE, Assistant Professor of Clinical Medicine B.A., M.D. (Puerto Rico, Rio Piedras 1977, 1981) [2009]

NABIL SIMAAN, Associate Professor of Mechanical Engineering; Associate Professor of Otolaryngology; Associate Professor of Computer Science B.S., M.Sci., Ph.D. (Technion [Israel] 1994, 1999, 2002) [2010]

HENRY C. SIMMONS III, Assistant Clinical Professor of Oral and Maxillofacial Surgery (Orthodontics) B.S. (Tennessee Technological 1971); D.D.S. (Tennessee, Memphis 1977) [1993]

JILL H. SIMMONS, Associate Professor of Pediatrics B.A. (Tennessee 1995); M.D. (Tennessee, Memphis 2000) [2006]

SANDRA F. SIMMONS, Associate Professor of Medicine B.A., M.A. (Middle Tennessee State 1989, 1991); Ph.D. (Pennsylvania State 1998) [2006]

LUCIEN C. SIMPSON, Clinical Instructor in Medicine B.A. (Lipscomb 1969); M.D. (Washington University 1973) [1978]

TERESA L. SIMPSON, Assistant in Medicine; Assistant in Anesthesiology A.D. (Aquinas College [Tennessee] 1993); M.S.N. (Vanderbilt 2009) [2010]

ANGELA F. SIMS EVANS, Instructor in Clinical Obstetrics and Gynecology B.S. (Tennessee State 1993); M.S.N. (Tennessee 1996) [2010]

AMAR B. SINGH, Assistant Professor of Surgery; Assistant Professor of Medicine B.S., M.S. (Gorakhpur [India] 1983, 1986); Ph.D. (Banaras Hindu [India] 1994) [2002]

BHUMINDER SINGH, Research Instructor in Medicine B.Sc., M.Sc. (Delhi [India] 2000, 2002); Ph.D. ( 2007) [2013]

KSHIPRA SINGH, Research Instructor in Medicine M.Sc., Ph.D. (Central Drug Institute [India] 1999, 2004) [2013]

NARENDRA K. SINGH, Assistant Professor of Orthopaedic Surgery and Rehabilitation B.S. (Regina [Canada] 1978); M.D. (Saskatchewan [Canada] 1983) [2007]

PRADUMNA PRATAP SINGH, Assistant Professor of Neurology at Meharry Medical College; Assistant Professor of Neurology at Vanderbilt M.B.B.S. (Sawai Man Singh Medical [India] 1986) [2002]

ASHLEY N. SINGLETON, Assistant in Medicine B.S. (Middle Tennessee State 2004); M.S.N. (Vanderbilt 2008) [2013]

CHASIDY D. SINGLETON, Associate Professor; Associate Professor of Ophthalmology and Visual Sciences B.S., M.D. (Vanderbilt 1995, 1999) [2005]

DI'NET SINTIM-AMOAH, Clinical Instructor in Pediatrics B.S. (Spelman 2000); M.D. (Morehouse 2004) [2013]

ERIC P. SKAAR, Ernest W. Goodpasture Chair in Pathology; Associate Professor of Pathology, Microbiology, and Immunology; Director Microbial Path Program B.S. (Wisconsin 1996); M.P.H., Ph.D. (Northwestern 2002, 2002) [2005]

DANIEL J. SKARZYNSKI, Assistant Professor of Clinical Medicine B.S. (Yale 1981); M.D. (Northwestern 1985) [2011]

ALEX J. SLANDZICKI, Assistant Professor of Clinical Medicine B.S. (Notre Dame 1989); M.D. (Ohio State 1993) [2009]

JAMES C. SLAUGHTER, Assistant Professor of Biostatistics B.S. (Tulane 1998); M.S. (University of Washington 2000); Dr.P.H. (North Carolina 2007) [2007]

CHRISTOPHER SLOBOGIN, Milton R. Underwood Chair in Law; Professor of Law; Professor of Psychiatry; Director, Criminal Law Program A.B. (Princeton 1973); J.D., LL.M. (Virginia 1977, 1979) [2008]

DAVID ALAN SLOSKY, Assistant Professor of Medicine B.S. (Tulane 1972); M.D. (Colorado 1976) [2005]

BONNIE S. SLOVIS, Professor of Medicine A.B. (Wesleyan [Georgia] 1966); M.Ed. (Georgia State 1975); M.S. (Georgia Institute of Technology 1981); M.D. (Emory 1990) [1996]

COREY M. SLOVIS, Professor of Emergency Medicine; Professor of Medicine; Chair of the Department of Emergency Medicine B.S. (Hobart and William Smith 1971); M.D. (New Jersey Medical 1975) [1992]

ASHLEY F. SMALL, Associate in Orthopaedic Surgery and Rehabilitation B.S.N. (Bellarmine 2002) [2011]

WALTER E. SMALLEY, JR., Professor of Medicine; Professor of Surgery; Associate Professor of Health Policy B.S. (Emory and Henry 1981); M.D. (Duke 1985); M.P.H. (Vanderbilt 1997) [1991]

GEOFFREY H. SMALLWOOD, Clinical Instructor in Obstetrics and Gynecology B.A. (Vanderbilt 1980); M.D. (Tulane 1985) [1993]

CHRISTOPHER P. SMELTZER, Clinical Professor of Pediatrics B.A. (Baylor 1989); M.D. (Vanderbilt 1993) [1997]

ALLISON L. SMITH, Assistant Professor of Medicine B.S. (Washington and Lee 2001); M.D. (Louisville 2005) [2010]

ANDREW HAROLD SMITH, Assistant Professor of Pediatrics; Assistant Professor of Anesthesiology B.S. (Washington and Lee 1997); M.D. (Maryland, Baltimore 2001); M.S.C.I. (Vanderbilt 2007) [2010]

ANTHONY L. SMITH, Clinical Professor of Pediatrics B.A. (Tennessee 1982); M.D. (Tennessee, Memphis 1986) [2006]

BRADLEY E. SMITH, Professor of Anesthesiology, Emeritus B.S. (Tulsa 1954); M.D. (Oklahoma 1957) [1969]

CARLENDA SMITH, Clinical Instructor in Pediatrics B.S. (Hampton 2003); M.D. (East Tennessee State 2007) [2011]

GARY T. SMITH, Clinical Professor of Radiology and Radiological Sciences B.S. (Tennessee 1978); M.D. (Texas, Southwestern Medical 1983) [2009]

HEIDI A. B. SMITH, Assistant Professor of Anesthesiology B.S. (Nebraska 1995); M.D. (South Dakota 1999); M.S.C.I. (Vanderbilt 2005) [2005]

JARROD A. SMITH, Research Associate Professor of Biochemistry B.Sc. (California, Santa Barbara 1992); Ph.D. (Scripps Research Institute 1999) [1999]

JOSEPH A. SMITH, JR., William L. Bray Chair in Urology; Professor of Urologic Surgery; Chair of the Department of Urologic Surgery B.A. (Tennessee 1971); M.D. (Tennessee, Memphis 1974) [1991]

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JEFFREY R. SMITH, Associate Professor of Medicine; Associate Professor of Cancer Biology A.B. (Harvard 1985); Ph.D., M.D. (Texas, Southwestern Medical 1992, 1992) [1999]

J. JOSHUA SMITH, Adjunct Instructor in Surgery B.S.E. (Baylor 1997); M.D. (Texas 2004) [2013]

KEEGAN M. SMITH, Associate Clinical Professor of Pediatrics B.S. (Tennessee, Chattanooga 1998); M.D. (Tennessee, Memphis 2002) [2008]

M. KEVIN SMITH, Assistant Professor of Clinical Medicine B.S. (Mississippi 1986); Ph.D., M.D. (Vanderbilt 1991, 1993) [1997]

KURT A. SMITH, Assistant Professor of Emergency Medicine; Assistant Professor of Pediatrics B.A. (Rice 2001); M.D. (Harvard Medical 2005) [2009]

LEAANNE SMITH, Assistant in Medicine B.S.N. (Tennessee 1985); M.S.N. (Alabama, Huntsville 1996) [1997]

MARYLOU SMITH, Instructor in Clinical Obstetrics and Gynecology B.S.N. (Saint John Fisher 2005); M.S.N. (Vanderbilt 2006) [2013]

MICHAEL LEE SMITH, Associate Professor of Medicine; Associate Professor of Pediatrics B.S. (Davidson 1977); M.S., M.D. (East Carolina 1979, 1983) [1994]

PAIGE J. SMITH, Assistant Clinical Professor of Pediatrics B.S. (Tennessee 1998); M.D. (Tennessee, Memphis 2002) [2005]

RAPHAEL F. SMITH, Professor of Medicine, Emeritus B.A. (Vanderbilt 1955); M.D. (Harvard Medical 1960) [1969]

RICHARD P. SMITH, Assistant Clinical Professor of Pediatrics B.S. (Samford 1998); M.D. (Mercer 2004) [2007]

SCOTT ALAN SMITH, Assistant Professor of Medicine B.S., M.D. (Louisville 1997, 2006) [2011]

SETH A. SMITH, Assistant Professor of Radiology and Radiological Sciences; Assistant Professor of Biomedical Engineering B.S., B.S. (Virginia Polytechnic Institute 2001, 2001); Ph.D. (Johns Hopkins 2006) [2009]

STEPHEN J. SMITH, Assistant Professor of Clinical Medicine B.S., M.D. (Louisiana State 1982, 1986) [2009]

TATANISHA P. SMITH, Clinical Instructor in Pediatrics B.S. (Florida Agricultural and Mechanical 2001); M.D. (Meharry Medical 2005) [2014]

TERRENCE A. SMITH, Assistant Professor of Medicine B.S. (Ohio State 1985, 1990); M.D. (Wright State 1997) [2003]

JAMES D. SNELL, JR., Professor of Medicine, Emeritus B.S. (Centenary (New Jersey) 1954); M.D. (Vanderbilt 1958) [1963]

DAVID J. SNODGRASS, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (East Tennessee State 1978); D.D.S. (Tennessee, Memphis 1984) [1995]

BARBARA M. SNOOK, Assistant Professor of Clinical Medicine B.S. (Miami [Ohio] 1991); M.D. (Indiana, Indianapolis 1997) [2004]

S. STEVE SNOW, Clinical Professor of Psychiatry B.A. (Arkansas 1973); M.D. (Arkansas, Little Rock 1977) [1982]

KRISTEN M. SNYDER, Assistant Professor of Pediatrics B.S. (Western Michigan 1996); M.D. (Michigan State 2000) [2012]

ROBERT B. SNYDER, Adjunct Assistant Professor of Orthopaedic Surgery and Rehabilitation M.D. (Wayne State ) [1977]

SHANNON B. SNYDER, Assistant Professor of Emergency Medicine B.S., M.S. (Stanford 1994, 1994); M.D. (Vanderbilt 2000) [2004]

STANLEY O. SNYDER, JR., Associate Clinical Professor of Surgery at St. Thomas Medical Center B.A. (Centre 1968); M.D. (Louisville 1972) [1995]

CHRISTOPHER M. SOBEY, Assistant Professor of Clinical Anesthesiology B.A. (Wake Forest 2005); M.D. (Texas, San Antonio 2009) [2014]

JENNA M. HELMER SOBEY, Assistant Professor of Anesthesiology B.S. (Texas A & M 2005); M.D. (Texas, San Antonio 2009) [2015]

STEPHANIE J. SOHL ROBINETTE, Research Instructor in Medicine B.A. (Michigan 2001); M.A., Ph.D. (Stony Brook 2005, 2008) [2012]

ANDREW G. SOKOLOW, Assistant Professor of Pediatrics B.A., M.D. (SUNY, Buffalo 2001, 2005) [2011]

GARY S. SOLOMON, Associate Professor of Neurological Surgery; Associate Professor of Psychiatry; Associate Professor of Orthopaedic Surgery and Rehabilitation B.A. (Georgia 1974); M.S. (Mississippi State 1975); Ph.D. (Texas Tech University 1983) [1996]

CARMEN C. SOLORZANO, Professor of Surgery B.S., M.D. (Florida 1989, 1993) [2010]

SUSEELA SOMARAJAN, Research Instructor in Surgery B.Sc. (Kerala [India] 1990); M.Sci. (University College, Warangal [India] 1992); B.Ed. (Kerala [India] 1993); M.Phil. (University College, Warangal [India] 1996); Ph.D. (Vanderbilt 2010) [2013]

HASAN H. SONMEZTURK, Assistant Professor of Neurology M.D. (Marmara [Turkey] 1999) [2010]

KELLY L. SOPKO, Assistant Professor of Medicine B.S. (Notre Dame 1997); M.D. (Kentucky, Lexington 2001) [2007]

JONATHAN H. SOSLOW, Assistant Professor of Pediatrics B.A. (Williams 1999); M.D. (Louisiana State, New Orleans 2003) [2010]

JEFFREY A. SOSMAN, Professor of Medicine B.A. (Brandeis 1976); M.D. (Yeshiva 1981) [2001]

MARINOS C. SOTERIOU, Assistant Professor of Clinical Surgery M.D. (Cologne [Germany] 1986) [1998]

E. MICHELLE SOUTHARD-SMITH, Associate Professor of Medicine; Associate Professor of Cell and Developmental Biology B.S. (Oklahoma 1987); Ph.D. (Texas, Southwestern Medical 1992) [1999]

MOHAMMED SOUTTO, Research Instructor in Surgery C.U.E.S., M.S. (Moulay Ismail, Mekn s [Morocco] 1990, 1992); Ph.D. (Seville [Spain] 2000) [2003]

ANTHONY J. SPAHR, Adjoint Assistant Professor of Hearing and Speech Sciences B.S., M.S., Ph.D., M.B.A. (Arizona State 1999, 2001, 2004, 2010) [2011]

THOMAS KENNETH SPAIN, JR., Instructor in Medicine B.S. (Alabama, Huntsville 2006); M.D. (Vanderbilt 2010) [2014]

LUCY B. SPALLUTO, Assistant Professor of Clinical Radiology and Radiological Sciences B.A., M.D. (Virginia 2001, 2006) [2014]

MARCIA E. SPEAR, Assistant in Plastic Surgery; Adjunct Instructor in Nursing A.D.N. (Western Kentucky 1977); B.S.N. (Tennessee State 1996); M.S.N., D.N.P. (Vanderbilt 1999, 2010) [2002]

KAREN ELIZABETH SPECK, Assistant Professor of Surgery B.S. (Tennessee, Memphis 2001); M.D. (Tennessee, Memphis 2005) [2014]

C. NORMAN SPENCER, Clinical Professor of Pediatrics B.A., M.D. (Vanderbilt 1972, 1976) [1979]

DAN M. SPENGLER, Professor of Neurological Surgery; Professor of Orthopaedic Surgery and Rehabilitation B.S. (Baldwin-Wallace 1962); M.D. (Michigan 1966) [1983]

THEODORE SPEROFF, Professor of Medicine; Professor of Biostatistics B.S., Ph.D., M.S. (Akron 1974, 1979, 1984); Ph.D. (Case Western Reserve 1987) [1999]

BENNETT M. SPETALNICK, Associate Professor of Clinical Obstetrics and Gynecology B.S., M.A. (American 1979, 1985); M.D. (Vanderbilt 1991) [1995]

JAMIE BRADFORD SPICER, Assistant in Medicine B.S. (Lipscomb 1983); M.S.N. (Vanderbilt 1996) [2012]

W. ANDERSON SPICKARD III, Assistant Dean for Educational Informatics and Technology; Associate Professor of Medicine; Assistant Professor of Biomedical Informatics B.A. (North Carolina 1985); M.D. (Vanderbilt 1989); M.S. (Virginia 1995) [1995]

W. ANDERSON SPICKARD, JR., Professor of Medicine, Emeritus B.A., M.D. (Vanderbilt 1953, 1957) [1963]

BENJAMIN W. SPILLER, Assistant Professor of Pharmacology; Assistant Professor of Pathology, Microbiology, and Immunology B.S. (California, Davis 1994); Ph.D. (California, Berkeley 1999) [2006]

KURT P. SPINDLER, Adjoint Professor of Orthopaedic Surgery and Rehabilitation B.A. (Rutgers, Newark 1981); M.D. (Pennsylvania 1985) [1991]

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STEVEN S. SPIRES, Assistant Professor of Medicine B.S. (Georgia 2003); M.D. (Mercer 2009) [2014]

KELLY E. SPONSLER, Assistant Professor of Medicine B.S. (Emory 1999); M.D. (Pennsylvania State 2004) [2008]

JEFFREY M. SPRAGGINS, Research Assistant Professor of Biochemistry B.A. (Wooster 2003); Ph.D. (Delaware 2009) [2012]

SUBRAMANIAM SRIRAM, William C. Weaver III Chair in Neurology; Professor of Neurology; Professor of Pathology, Microbiology, and Immunology M.B.B.S. (Madras [India] 1973) [1993]

MICHAEL G. STABIN, Associate Professor of Radiology and Radiological Sciences B.S., M.E. (Florida 1981, 1983); Ph.D. (Tennessee 1996) [1998]

LAWRENCE B. STACK, Professor of Emergency Medicine; Professor of Pediatrics B.S. (South Dakota State 1983); M.D. (Oral Roberts 1987) [1995]

JACQUELINE STAFFORD, Assistant Professor of Clinical Obstetrics and Gynecology B.S. (Lipscomb 1987); M.D. (Tennessee, Memphis 1991) [2012]

JOHN M. STAFFORD, Assistant Professor of Medicine; Assistant Professor of Molecular Physiology and Biophysics B.A., Ph.D., M.D. (Vanderbilt 1995, 2001, 2003) [2008]

STEPHEN M. STAGGS, Clinical Instructor in Obstetrics and Gynecology B.S. (Lipscomb 1975); M.D. (Tennessee, Memphis 1978) [1983]

MILDRED T. STAHLMAN, Professor of Pediatrics; Professor of Pathology, Microbiology, and Immunology B.A., M.D. (Vanderbilt 1943, 1946) [1951]

ALACIA TRENT STAINBROOK Assistant in Pediatrics B.A., M.S., Ph.D. (Vanderbilt 2002, 2004, 2007) [2012]

TIMOTHY W. STAMBAUGH, Associate in Psychiatry B.A. (Ohio Christian 1991); M.A. (Asbury Theological Seminary 1994) [2008]

BRADLEY B. STANCOMBE, Associate Professor of Clinical Pediatrics B.S. (Vanderbilt 1980); M.D. (Baylor 1984) [1996]

ANN ROBBINS STARK, Professor of Pediatrics A.B. (Mount Holyoke 1967); M.D. (Harvard Medical 1971) [2011]

CHRISTOPHER T. STARK, Assistant Professor of Clinical Orthopaedic Surgery and Rehabilitation B.S. (California, Davis 1985); M.D. (Medical College of Wisconsin 1989) [2009]

RYAN JORDAN STARK, Assistant Professor of Pediatrics B.S. (Southern California 2002); M.D. (George Washington 2006) [2013]

STACY M. STARK, Assistant Professor of Physical Medicine and Rehabilitation B.S. (Scranton 1997); D.O. (Philadelphia College of Osteopathic Medicine 2001) [2013]

JOHN MALOTTE STARMER, Assistant Professor of Biomedical Informatics; Chief Quality Informatics Officer B.S. (North Carolina State 1989); M.D. (Wake Forest 1995) [2004]

KAREN L. STARR, Associate in Psychiatry B.A. (William Woods 1976); B.S.N. (Missouri 1976); M.S.N. (Vanderbilt 1983) [1995]

JOHN STAUBITZ, Assistant in Pediatrics B.S. (Ohio State 2004); M.Ed. (Vanderbilt 2006) [2014]

SHAUN R. STAUFFER, Research Assistant Professor of Pharmacology B.S. (Southern Illinois 1992); Ph.D. (Illinois, Champaign 1999) [2008]

WILLIAM W. STEAD, Associate Vice Chancellor for Health Affairs; Chief Strategy and Information Officer; McKesson Foundation Chair in Biomedical Informatics; Professor of Biomedical Informatics; Professor of Medicine B.A., M.D. (Duke 1970, 1973) [1991]

WILLIAM G. STEBBINS, Assistant Professor of Medicine B.S. (Williams 1999); M.D. (Mount Sinai 2005) [2010]

G. CHRISTOPHER STECKER, Associate Professor of Hearing and Speech Sciences B.A. (California, San Diego 1994); M.A., Ph.D. (California, Berkeley 1998, 2000) [2013]

MARK P. STEELE, Professor of Medicine B.S. (Illinois 1978); M.D. (Illinois, Chicago 1982) [2012]

BEATRICE M. STEFANESCU, Assistant Professor of Pediatrics M.D. (University of Medicine and Pharmacy [Romania] 1991); M.S. (Wake Forest 2005) [2012]

THILO STEHLE, Adjunct Professor of Pediatrics M.S., Ph.D. (Freiburg [Germany] 1988, 1992) [2004]

ELI STEIGELFEST, Instructor in Clinical Medicine M.D. (Yeshiva 1995) [2007]

JILL E. STEIGELFEST, Assistant Professor of Clinical Pediatrics B.A. (Cornell 1991); M.D. (Yeshiva 1995) [2007]

C. MICHAEL STEIN, Dan May Chair in Medicine; Professor of Medicine; Professor of Pharmacology M.B.Ch.B (Cape Town [South Africa] 1978) [1993]

PRESTON M. STEIN, Assistant Clinical Professor of Pediatrics M.A. (York [Canada] 1969); M.D. (Calgary [Canada] 1975) [2000]

RICHARD A. STEIN, Research Instructor in Molecular Physiology and Biophysics B.A. (California, San Diego 1986); M.S., Ph.D. (Minnesota 1989, 1992) [2011]

RICHARD S. STEIN, Professor of Medicine A.B. (Harvard 1966); M.D. (Harvard Medical 1970) [1977]

ROLAND W. STEIN, Mark Collie Chair in Diabetes Resesarch; Professor of Molecular Physiology and Biophysics; Professor of Cell and Developmental Biology B.A. (California, Los Angeles 1975); M.A., Ph.D. (Yeshiva 1980, 1982) [1986]

SHANE P. STENNER, Instructor in Biomedical Informatics; Instructor in Medicine B.S. (Maryland 2000); M.D. (Johns Hopkins 2005); M.S. (Vanderbilt 2011) [2011]

JULIE ANNE STERLING, Assistant Professor of Medicine; Assistant Professor of Cancer Biology B.S. (Bowling Green State 1998); Ph.D. (Medical College of Ohio 2003) [2008]

TIMOTHY R. STERLING, David E. Rogers Professorship; Professor of Medicine B.A. (Colgate 1985); M.D. (Columbia 1989) [2003]

PAUL STERNBERG, JR., Assistant Vice Chancellor for Adult Health Affairs; Associate Dean for Clinical Affairs; George Weeks Hale Professorship of Ophthalmology; Professor of Ophthalmology and Visual Sciences; Chair of the Department of Ophthalmology and Visual Sciences B.A. (Harvard 1975); M.D. (Chicago 1979) [2003]

RUTH CARR STEWART, Instructor in Clinical Pediatrics; Instructor in Clinical Medicine B.S. (Milligan 1985); M.D. (Tennessee, Memphis 1991) [2013]

XIAOMANG B. STICKLES Assistant Professor of Obstetrics and Gynecology B.S. (California, San Diego 2002); M.D. (Rochester 2006) [2013]

CATHERINE V. STOBER, Assistant Professor of Clinical Medicine B.S. (Florida 1995); M.D. (Johns Hopkins 1999) [2002]

LEANN SIMMONS STOKES, Assistant Professor of Radiology and Radiological Sciences B.S. (Davidson 1992); M.D. (Kentucky, Lexington 1997) [2003]

WILLIAM J. STONE, Professor of Medicine; Associate Professor of Urologic Surgery B.S.E. (Princeton 1958); M.D. (Johns Hopkins 1962) [1969]

R. EDWARD STONE, JR., Associate Professor of Otolaryngology, Emeritus; Associate Professor of Hearing and Speech Sciences, Emeritus B.S. (Whitworth 1960); M.Ed. (Oregon 1964); Ph.D. (Michigan 1971) [1987]

MICHAEL P. STONE, Professor of Chemistry; Professor of Biochemistry B.S. (California, Davis 1977); Ph.D. (California, Irvine 1981) [1984]

WENDY L. STONE, Adjunct Professor of Pediatrics B.A. (Williams 1975); M.S., Ph.D. (Miami 1978, 1981) [1988]

WILLIAM S. STONEY, JR., Professor of Cardiac and Thoracic Surgery, Emeritus B.S. (University of the South 1950); M.D. (Vanderbilt 1954) [1963]

KRISTINA LYNN STORCK, Clinical Instructor in Obstetrics and Gynecology B.S. (University of Washington 1997); M.D. (Vanderbilt 2001) [2005]

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ALAN B. STORROW, Associate Professor of Emergency Medicine B.A. (Transylvania 1985); M.D. (Cincinnati 1989) [2006]

JEFFREY G. STOVALL, Associate Professor of Psychiatry B.A. (Carleton College 1979); M.D. (Tennessee, Memphis 1987) [2008]

THOMAS G. STOVALL, Clinical Professor of Obstetrics and Gynecology B.S. (Lipscomb 1979); M.D. (Tennessee, Memphis 1983); M.B.A. (Wake Forest 1997) [2004]

DOUGLAS W. STRAND, Research Assistant Professor of Urologic Surgery B.S. (Liberty 2001); M.Stat. (Baylor 2007) [2013]

CHARLES W. STRATTON, Associate Professor of Pathology, Microbiology, and Immunology; Associate Professor of Medicine B.S. (Bates 1967); M.D. (Vermont 1971) [1979]

DAVID F. STREET, Assistant Clinical Professor of Psychiatry B.S. (Pennsylvania State 1982); M.D. (Drexel 1991) [2008]

THOMAS P. STRICKER, Assistant Professor of Pathology, Microbiology, and Immunology B.S. (Iowa 1997); Ph.D., M.D. (Washington University 2005, 2005) [2012]

STEPHEN A. STRICKLAND, Assistant Professor of Medicine B.S., M.D. (Louisiana State 1995, 2009) [2008]

GEORGE P. STRICKLIN, Professor of Medicine; Director, Division of Dermatology B.A. (Lipscomb 1971); Ph.D., M.D. (Washington University 1977, 1977) [1988]

WERNER KONRAD STRIK, Adjunct Professor of Psychiatry M.D. (Berne [Switzerland] 1986) [2012]

S. ALLISON COX STRNAD, Clinical Instructor in Obstetrics and Gynecology B.S. (Emory 1996); M.D. (Tennessee, Memphis 2000) [2007]

MEGAN K. STROTHER, Associate Professor of Radiology and Radiological Sciences B.A. (Princeton 1993); M.D. (Arkansas, Little Rock 1998) [2004]

DINA MYERS STROUD, Research Assistant Professor of Physics; Research Assistant Professor of Medicine B.A. (Ohio Wesleyan 1996); Ph.D. (Vanderbilt 2001) [2008]

DENISE F. STUART, Associate Clinical Professor of Pediatrics B.A. (Saint Louis 1997); M.D. (Saint Louis University 2001) [2006]

CHRISTOPHER M. STUTZ, Assistant Professor of Orthopaedic Surgery and Rehabilitation B.S. (Midwestern State 2001); M.D. (Texas, Houston 2005) [2012]

YAN RU SU, Research Associate Professor of Medicine M.D. (Wannan Medical [China] 1982); M.Sc. (Nanjing Medical [China] 1987) [2000]

FRIDOLIN SULSER, Professor of Psychiatry, Emeritus; Professor of Pharmacology, Emeritus M.D. (Basel 1955) [1965]

MARSHALL L. SUMMAR, Adjoint Professor of Molecular Physiology and Biophysics B.S. (Vanderbilt 1981); M.D. (Tennessee, Memphis 1985) [1990]

J. BLAIR SUMMITT, Assistant Professor of Plastic Surgery B.A. (Rhodes College 1984); M.D. (Tennessee, Memphis 1995) [2004]

ROBERT LAYMAN SUMMITT, JR., Clinical Professor of Obstetrics and Gynecology B.S. (Rhodes College 1979); M.D. (Tennessee, Memphis 1983) [2004]

JOHN P. SUNDBERG, Adjunct Professor of Medicine B.S. (Vermont 1973); D.V.M. (Purdue 1977); Ph.D. (Connecticut 1981) [1997]

HAKAN W. SUNDELL, Professor of Pediatrics, Emeritus M.D. (Karolinska Institute [Sweden] 1963) [1970]

BONG HWAN SUNG, Research Assistant Professor M.S. (Inje [Korea] 2000); Ph.D. (Gwangju Institute of Science and Technology [Korea] 2008) [2014]

HAK-JOON SUNG, Assistant Professor of Biomedical Engineering; Assistant Professor of Medicine B.S., M.S. (Yonsei [Korea] 1999, 2001); Ph.D. (Georgia Institute of Technology 2004) [2009]

CRAIG R. SUSSMAN, Associate Professor of Clinical Medicine B.A. (Franklin and Marshall 1969); M.D. (Temple 1973) [2001]

JAMES S. SUTCLIFFE, Associate Professor of Molecular Physiology and Biophysics; Associate Professor of Psychiatry B.S. (Auburn 1986); Ph.D. (Emory 1992) [1997]

TAKASHI SUZUKI, Research Instructor in Pathology, Microbiology, and Immunology B.S., M.S. (Yamagata [Japan] 1997, 1999); Ph.D. (Osaka [Japan] 2003) [2011]

MICHAEL C. SWAN, Clinical Instructor in Obstetrics and Gynecology B.S. (Pacific Lutheran 1986); M.D. (Medical College of Wisconsin 1990) [1997]

REBECCA R. SWAN, Assistant Dean for Graduate Medical Education; Associate Professor of Pediatrics B.S. (Randolph-Macon Woman's College 1986); M.D. (Medical College of Virginia 1990) [1997]

PETER J. SWARR, Assistant Clinical Professor of Pediatrics B.A. (Haverford 1994); M.D. (Vermont 1999) [2003]

SUNYA M. SWEENEY, Assistant Professor of Clinical Oral and Maxillofacial Surgery B.A. (Rhodes College 2002); M.D. (Medical College of Georgia 2010) [2014]

LARRY L. SWIFT, Professor of Pathology, Microbiology, and Immunology B.S. (Indiana Central 1967); Ph.D. (Vanderbilt 1971) [1971]

MELANIE D. SWIFT, Assistant Professor of Clinical Medicine B.A. (Rhodes College 1987); M.D. (Tennessee, Memphis 1992) [1995]

WILLIAM H. SWIGGART, Assistant in Medicine B.S., M.S. (Tennessee 1980, 1986) [1998]

DAVID J. SWITTER, Assistant Clinical Professor of Pathology, Microbiology, and Immunology B.S. (Mount Union 1970); M.D. (Vanderbilt 1974) [1981]

RHONDA SWITZER, Assistant Clinical Professor of Oral and Maxillofacial Surgery D.M.D. (Manitoba [Canada] 1991) [2004]

KRISTIN A. SWYGERT, Assistant Professor of Orthopaedic Surgery and Rehabilitation; Assistant Professor of Physical Medicine and Rehabilitation B.A. (Colby 1993); M.S.P.T., D.P.T. (Colorado, Denver 2000, 2004); Ph.D. (Johns Hopkins 2007) [2008]

JOLANTA SZCZARKOWSKA, Assistant Clinical Professor of Pediatrics M.D. (Jagiellonian [Poland] 1982) [2007]

DAVID L. TABB, Associate Professor of Biomedical Informatics; Associate Professor of Biochemistry B.S. (Arkansas 1996); Ph.D. (University of Washington 2003) [2005]

DAVID S. TABER, Assistant Professor of Radiology and Radiological Sciences; Assistant Professor of Emergency Medicine B.S. (Vanderbilt 1973); M.D. (Indiana, Indianapolis 1977) [2000]

MICHAEL F. TABONE, Instructor in Clinical Emergency Medicine B.S. (SUNY, Fredonia 2005); D.O. (Lake Erie College of Osteopathic Medicine 2009) [2014]

MEGAN TACKETT, Clinical Instructor in Pediatrics B.S. (Tennessee 2005); M.D. (Tennessee, Memphis 2009) [2014]

TAKAMUNE TAKAHASHI, Associate Professor of Medicine; Associate Professor of Cancer Biology M.D., Ph.D. (Jikei [Japan] 1988, 1994) [1999]

MEGHA H. TALATI, Research Assistant Professor of Medicine B.S. (Mumbai [India] 1988); M.S. (Maharaja Sayajirao [India] 1990); Ph.D. (Mumbai [India] 1996) [2005]

THOMAS R. TALBOT III, Associate Professor of Medicine B.S. (Duke 1992); M.D., M.P.H. (Vanderbilt 1996, 2003) [2003]

ROBYN A. TAMBOLI, Research Assistant Professor of Surgery B.S. (St. Norbert 1998); Ph.D. (Loyola 2004) [2006]

STACY T. TANAKA, Associate Professor of Urologic Surgery; Associate Professor of Pediatrics B.A. (Princeton 1990); M.S. (California, Berkeley 1993); M.D. (California, Davis 2001) [2009]

HARIKRISHNA TANJORE, Research Assistant Professor of Medicine M.Sc. (Sri Venkateswara [India] 1994); M.Sc. (Kasturba Medical [India] 1997); Ph.D. (Hyderabad [India] 2004) [2008]

SIMPSON BOBO TANNER IV, Assistant Professor of Medicine B.A. (Harvard 1977); M.D. (Wake Forest 1983) [1989]

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WILLIAM P. TANSEY, Professor of Cell and Developmental Biology B.Sc., Ph.D. (Sydney [Australia] 1988, 1991) [2009]

JOHN LEEMAN TARPLEY, Professor of Surgery; Professor of Anesthesiology; Program Director, General Surgery Residency Program A.B., M.D. (Vanderbilt 1966, 1970) [1993]

MARGARET J. TARPLEY, Senior Associate in Surgery B.A., M.L.I.S. (Vanderbilt 1965, 1966) [2001]

EMILY M. TARVIN, Instructor in Clinical Medicine B.A. (Maryland 1998); M.D. (Vanderbilt 2007) [2011]

STEVEN M. TATE, Associate Clinical Professor of Pediatrics B.A. (Tennessee 1973); M.D. (Tennessee, Memphis 1976) [1982]

F. WILLIAM TAYLOR, Clinical Instructor in Oral and Maxillofacial Surgery B.S. (Clemson 1976); D.D.S. (Emory 1981); M.S. (North Carolina 1983) [1984]

JULIE LOUNDS TAYLOR Assistant Professor of Pediatrics B.A. (Wheaton 1999); M.A., Ph.D. (Notre Dame 2002, 2004) [2008]

KELLY A. TAYLOR, Associate in Medicine B.A. (Boston University 1992); M.S. (Michigan 1995) [2002]

WARREN D. TAYLOR, Associate Professor of Psychiatry B.S., M.D. (South Florida 1992, 1996); M.H.S. (Duke 2008) [2012]

TODD C. TENENHOLZ, Assistant Professor of Radiation Oncology B.A. (Johns Hopkins 1987); Ph.D., M.D. (Maryland, Baltimore 1999, 1999) [2004]

JOANNE S. TENNYSON, Assistant Professor of Clinical Obstetrics and Gynecology B.A. (California, Los Angeles 1987); M.S.N. (Vanderbilt 1995) [2010]

FRANCESCA TENTORI, Adjunct Instructor in Medicine M.D. (Milan [Italy] 1999) [2008]

PAUL E. TESCHAN, Professor of Medicine, Emeritus B.S., M.B., M.S., M.D. (Minnesota 1946, 1947, 1948, 1948) [1969]

KIRK THAME, Associate Professor of Clinical Pediatrics M.B.B.S. (West Indies [Jamaica] 1992) [2014]

ANNE MARIE THARPE, Professor of Hearing and Speech Sciences; Professor of Otolaryngology; Chair of the Department of Hearing and Speech Sciences B.S. (Arizona 1979); M.S., Ph.D. (Vanderbilt 1980, 1994) [1986]

WESLEY P. THAYER, Assistant Professor of Plastic Surgery; Assistant Professor of Orthopaedic Surgery and Rehabilitation; Assistant Professor of Biomedical Engineering B.S. (Tennessee 1993); Ph.D., M.D. (Emory 1999, 2000) [2008]

CECELIA N. THEOBALD, Assistant Professor of Medicine B.S. (Richmond 2004); M.D. (Virginia Commonwealth 2008) [2011]

JENNIFER C. THIGPEN, Research Assistant Professor of Pediatrics B.A. (Stanford 2001); M.S., Ph.D. (Vanderbilt 2005, 2009) [2011]

JAMES W. THOMAS II, Professor of Medicine; Professor of Pathology, Microbiology, and Immunology; Director, Division of Rheumatology and Clinical Immunology B.A. (Rhodes College 1970); M.D. (Tennessee, Memphis 1973) [1992]

JOHN C. THOMAS, Associate Professor of Urologic Surgery; Associate Professor of Pediatrics B.S. (Xavier [Ohio] 1994); M.D. (Cincinnati 1998) [2006]

LANCE R. THOMAS, Research Instructor in Cell and Developmental Biology B.S. (Utah 1998); Ph.D. (Wake Forest 2004) [2010]

PAUL A. THOMAS, Associate Professor of Clinical Orthopaedic Surgery and Rehabilitation B.S. (Middle Tennessee State 1977); M.D. (Tennessee, Memphis 1983) [2009]

TIMOTHY HARRIS THOMAS, Assistant Professor of Clinical Pediatrics B.M.E. (Georgia Institute of Technology 1996); M.D. (Emory 2000) [2014]

MAY S. THOMASSEE, Assistant Professor of Obstetrics and Gynecology B.S. (Louisiana State 2003); M.D. (Louisiana State, New Orleans 2003) [2011]

HAROLD D. THOMPSON, Professor of Clinical Radiology and Radiological Sciences B.S. (South Carolina State 1967); M.D. (Howard 1972) [2005]

JENNIFER L. THOMPSON, Assistant Professor of Obstetrics and Gynecology B.S. (Vanderbilt 2003); M.D. (Toledo 2007) [2014]

JOHN G. THOMPSON, JR., Assistant Clinical Professor of Medicine A.B. (Duke 1968); M.D. (Emory 1973) [1989]

JULIA THOMPSON, Clinical Professor of Pediatrics B.S. (Tulsa 1977); M.D. (Oklahoma 1981) [1984]

KEITH S. THOMPSON, Associate Clinical Professor of Pediatrics B.A. (Lipscomb 1990); M.D. (Tennessee, Memphis 1994) [1997]

REID C. THOMPSON, William F. Meacham Chair in Neurological Surgery; Professor of Neurological Surgery; Professor of Otolaryngology; Chair of the Department of Neurological Surgery B.A. (Maryland, Baltimore 1985); M.D. (Johns Hopkins 1989) [2002]

THOMAS A. THOMPSON, Assistant Professor of Clinical Medicine B.S.Ch.E. (Mississippi State 1971); M.D. (Mississippi 1978) [2012]

ISAAC P. THOMSEN, Assistant Professor of Pediatrics; Assistant Professor of Medicine B.S. (Rhodes College 2000); M.D. (Arkansas, Little Rock 2004) [2008]

KELLY F. THOMSEN, Assistant Professor of Pediatrics B.S. (Georgia 2000); M.D. (Mercer 2004) [2010]

CATHERINE M. THORNBURG, Clinical Instructor in Obstetrics and Gynecology B.S. (Cornell 1973); M.S. (Vanderbilt 1975); M.D. (Tennessee, Memphis 1988) [1999]

TRICIA A. THORNTON-WELLS, Assistant Professor of Molecular Physiology and Biophysics B.A., M.S., Ph.D. (Vanderbilt 1995, 2005, 2006) [2009]

R. JASON THURMAN, Associate Professor of Emergency Medicine; Associate Professor of Neurological Surgery; Adjunct Associate Professor of Nursing B.A. (Vanderbilt 1994); M.D. (Alabama, Birmingham 1998) [2002]

OLEG YU TIKHOMIROV, Research Instructor in Cancer Biology M.D. (I. M. Sechenov Moscow Medical Academy [Russia] 1982) [2002]

HILARY A. TINDLE, Associate Professor of Medicine B.A., M.D. (Chicago 1992, 1996); M.P.H. (Harvard 2004) [2014]

WILLIAM P. TITUS III, Instructor in Clinical Pediatrics; Instructor in Clinical Medicine B.A. (Austin Peay State 1968); M.D. (Tennessee, Memphis 1971) [2006]

JENS MARC TITZE, Associate Professor of Medicine M.D. (Freie Universitat Berlin [Germany] 1996) [2011]

NORMAN H. TOLK, Professor of Physics; Professor of Radiology and Radiological Sciences A.B. (Harvard 1960); Ph.D. (Columbia 1966) [1984]

CHRISTOPHER M. TOLLESON, Assistant Professor of Neurology B.A. (Rhodes College 2002); M.D. (Medical College of Georgia 2006) [2010]

ANDREW J. TOMARKEN, Associate Professor of Psychology; Associate Professor of Biostatistics A.B. (Harvard 1977); M.S., Ph.D. (Wisconsin 1982, 1988) [1989]

LAURIE A. TOMPKINS, Assistant Professor of Clinical Obstetrics and Gynecology A.D.N. (Belmont 1985); B.S.N., M.S.N. (Vanderbilt 1989, 1990) [1998]

G. JOAQUIN TOON, Associate in Emergency Medicine A.S.N. (Tennessee State 1990) [2008]

AMY TOWER, Assistant Clinical Professor of Psychiatry B.S. (Louisiana State, New Orleans 2000); M.P.H., M.D. (Tulane 2004, 2004) [2013]

ALEXANDER S. TOWNES, Professor of Medicine, Emeritus B.A., M.D. (Vanderbilt 1949, 1953) [1987]

PHYLLIS L. TOWNSEND, Associate Clinical Professor of Pediatrics B.A. (College of the Holy Cross 1984); M.D. (Cornell 1988) [1996]

THEODORE F. TOWSE, Assistant Professor of Physical Medicine and Rehabilitation; Assistant Professor of Radiology and Radiological Sciences B.S., M.S. (Massachusetts 1996, 2001); Ph.D. (Michigan State 2008) [2012]

MICHAEL G. TRAMONTANA, Associate Professor of Psychiatry; Associate Professor of Pediatrics; Associate Professor of Neurology B.S. (Fordham 1971); M.A. (Columbia 1973); Ph.D. (Washington University 1977) [1989]

MAGGIE DONG P. TRAN, Assistant Clinical Professor of Pediatrics M.D. (University of Medicine and Pharmacy [Vietnam] 1999) [2010]

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PATRICIA A. TRANGENSTEIN, Professor of Nursing; Professor of Biomedical Informatics B.S.N. (Vanderbilt 1975); M.S.N. (Saint Louis 1979); Ph.D. (New York 1988) [2002]

ROBERT N. TREECE, Associate Clinical Professor of Pediatrics B.S. (Auburn 1993); M.D. (South Alabama 1997) [2007]

DAVID B. TRENNER, Senior Associate in Orthopaedic Surgery and Rehabilitation B.S. (Portland State 1986); D.P.M. (California College of Podiatric Medicine 1990) [2006]

ELIZABETH G. TRIGGS, Clinical Professor of Pediatrics B.S. (North Carolina 1977); M.D. (Mississippi 1981) [1986]

MANISH K. TRIPATHI, Research Instructor in Cancer Biology B.S. (Kanpur [India] 1992); M.S. (Lucknow [India] 1994); M.Tech. (Institute of Engineering and Technology [India] 1997); Ph.D. (Central Drug Institute [India] 2002) [2011]

HARSH K. TRIVEDI, Associate Professor of Psychiatry; Vice Chair for Clinical Affairs, Department of Psychiatry; Executive Director and Chief Medical Officer, Vanderbilt Behavioral Health B.S. (CUNY 1998); M.D. (Mount Sinai 2000) [2010]

SUSANNE TROPEZ-SIMS, Professor and Associate Dean of Clinical Affiliations at Meharry Medical College; Adjunct Professor of Pediatrics at Vanderbilt B.S. (Bennett 1971); M.D., M.P.H. (North Carolina 1975, 1981) [1999]

LISA M. TRUETT, Assistant in Surgery B.S.N., M.S.N. (Alabama, Huntsville 2001, 2008) [2011]

ALANNA E. TRUSS, Assistant Clinical Professor of Psychiatry B.S. (Queen's [Canada] 2003); M.S. (Vanderbilt 2004) [2010]

NOEL B. TULIPAN, Professor of Neurological Surgery B.A., M.D. (Johns Hopkins 1973, 1980) [1986]

ANDREA C. TULLOS, Instructor in Clinical Obstetrics and Gynecology B.S.N. (Arkansas 1998); M.S.N. (Vanderbilt 2013) [2014]

DAULAT R. TULSIANI, Professor of Obstetrics and Gynecology, Emeritus B.S. (Ewing Christian [India] 1962); M.S., Ph.D. (Allahabad [India] 1964, 1968) [1976]

JESSICA TURNBULL, Assistant Professor of Pediatrics B.S. (John Carroll 2002); M.D. (Cincinnati 2006) [2013]

JUSTIN HARRIS TURNER, Assistant Professor of Otolaryngology; Assistant Professor of Biomedical Engineering B.E. (Vanderbilt 1998); Ph.D., M.D. (Medical University of South Carolina 2006, 2006) [2012]

R. JAY TURNER, Harvie Branscomb Chair in Sociology; Professor of Sociology; Professor of Psychiatry B.A. (California State 1957); Ph.D. (Syracuse 1964) [2010]

MATTHEW JOHN TYSKA, Associate Professor of Cell and Developmental Biology B.S. (Notre Dame 1992); M.S. (Wyoming 1994); Ph.D. (Vermont 1999) [2004]

MD. JASHIM UDDIN, Research Assistant Professor of Biochemistry B.S., M.S. (Dhaka [Bangladesh] 1991, 1993); Ph.D. (Shinshu [Japan] 2001) [2005]

LEAH UMPHLETT, Clinical Instructor in Pediatrics B.S. (Elon 2004); M.D. ( 2008) [2014]

RAGHU P. UPENDER, Assistant Professor of Clinical Neurology B.S. (Connecticut, Stamford 1990); M.D. (Connecticut 1995) [2011]

RICHARD C. URBANO, Research Professor of Pediatrics B.S. (Florida State 1965); M.A., Ph.D. (Illinois, Champaign 1968, 1970) [2003]

MARY THERESA URBANO, Professor of Clinical Pediatrics, Emerita B.S. (Florida State 1966); M.P.H. (North Carolina 1975); Ph.D. (Florida State 1984); PhD,MPH,BSN,RN,OTHER [2005]

DAVID R. USKAVITCH, Assistant Professor of Clinical Neurology B.A.A., M.A.T., M.D. (Virginia 1980, 1981, 1987) [2007]

ANDREA L. UTZ, Assistant Professor of Medicine B.S.E. (Duke 1992); Ph.D., M.D. (Vanderbilt 2000, 2000) [2009]

MICHAEL F. VAEZI, Professor of Medicine B.S. (Birmingham-Southern 1983); Ph.D., M.D. (Alabama, Birmingham 1988, 1992); M.S. (Case Western Reserve 2005) [2005]

PARVIN VAFAI, Assistant Clinical Professor of Pediatrics M.D. (Mashhad Medical [Iran] 1973) [1992]

JOSE G. VALEDON, Assistant Professor of Clinical Neurology B.S. (Puerto Rico, San Juan 1983); M.D. (Ponce [Puerto Rico] 1987) [2013]

SARAH D. VALENTI, Assistant in Radiology and Radiological Sciences B.S., M.S.N. (Vanderbilt 1999, 2003) [2011]

WILLIAM M. VALENTINE, Associate Professor of Pathology, Microbiology, and Immunology B.A. (Lakeland 1976); B.S. (Illinois, Champaign 1983); Ph.D. (Illinois, College of Medicine, Chicago 1983); D.V.M. (Illinois, Champaign 1985) [1995]

MANUEL S. VALENZUELA, Professor of Medical Biochemistry and Cancer Biology at Meharry Medical College; Adjunct Research Professor of Medicine at Vanderbilt B.S. (Universidad Peruana 'Cayetano Heredia' [Peru] 1969); Ph.D. (Brandeis 1975) [1998]

ROBERT S. VALET, Assistant Professor of Medicine A.B. (Dartmouth 2001); M.D. (Vanderbilt 2005) [2012]

EMILIO VALVERDE, Adjunct Associate Professor of Health Policy D.Phil., M.D. (Universidad de Santiago [Spain] 1993, 1993); M.P.H. (London School of Hygiene and Tropical Medicine 2010) [2011]

RAF VAN DE PLAS, Research Instructor in Biochemistry M.S., Ph.D. (Catholic University of Leuven [Belgium] 2003, 2010) [2012]

YURI VAN DER HEIJDEN, Instructor in Medicine B.S. (Furman 2001); M.D. (Vanderbilt 2005) [2013]

SARA L. VAN DRIEST, Assistant Professor of Pediatrics; Assistant Professor of Medicine B.A. (Minnesota 1998); Ph.D., M.D. (Mayo Medical 2006, 2006) [2012]

JAN VAN EYS, Clinical Professor of Pediatrics, Emeritus Ph.D. (Vanderbilt 1955); M.D. (University of Washington 1966) [1957]

LARRY VAN HORN, Associate Professor of Management; Associate Professor of Law; Associate Professor of Health Policy; Faculty Director, Health Care Program B.A., M.P.H., M.B.A. (Rochester 1989, 1990, 1992); Ph.D. (Pennsylvania 1997) [2006]

LUC VAN KAER, Elizabeth and John Shapiro Chair; Professor of Pathology, Microbiology, and Immunology B.S., M.S., Ph.D. (Ghent [Belgium] 1983, 1985, 1989) [1993]

F. KARL VANDEVENDER, Assistant Clinical Professor of Medicine B.A. (University of the South 1969); M.A. (Oxford [U.K.] 1972); M.D. (Mississippi 1979) [1982]

MICHAEL N. VANSAUN, Research Assistant Professor of Surgery; Research Assistant Professor of Cancer Biology B.S. (Denver 1998); Ph.D. (Kansas 2003) [2009]

EDUARD E. VASILEVSKIS, Assistant Professor of Medicine B.S. (California, San Diego 1997); M.D. (Oregon Health and Science 2001) [2008]

JARED A. VAUGHN, Associate in Orthopaedic Surgery and Rehabilitation B.A. (Belmont 2003); M.S. (Trevecca Nazarene 2007) [2012]

STEPHANIE VAUGHN, Assistant Clinical Professor of Psychiatry B.A. (Georgia 2000); M.A., Psy.D. (Argosy 2004, 2007) [2012]

JEREMY M. VEENSTRA-VANDERWEELE, Associate Professor of Psychiatry; Associate Professor of Pediatrics; Associate Professor of Pharmacology A.B. (Harvard 1996); M.D. (Chicago 2001) [2006]

VANI V. VEERAMACHANENI, Assistant Clinical Professor of Pediatrics M.D. (Andhra [India] 1991) [2000]

LUIS VEGA, Associate Professor of Oral and Maxillofacial Surgery B.S. (San Luis Gonzaga College 1993); D.D.S. (Universidad de Costa Rica 1999) [2013]

LORENZO J. VEGA-MONTOTO, Research Instructor in Medicine B.S. (Habana [Cuba] 1996); M.S., Ph.D. (Dalhousie [Canada] 2001, 2005) [2009]

AMY E. VEHEC, Assistant Clinical Professor of Pediatrics B.S.N., M.D. (Indiana, Indianapolis 1988, 2001) [2004]

AMBER M. VELASQUEZ, Assistant in Medicine B.A. (Wesleyan [Georgia] 2000); M.S.N. (Vanderbilt 2002) [2012]

DIGNA R. VELEZ EDWARDS, Assistant Professor of Obstetrics and Gynecology B.S., M.S., Ph.D. (Vanderbilt 2003, 2007, 2008) [2010]

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CHRISTO D. VENKOV, Research Assistant Professor of Medicine B.S. (St. Clement of Ohrid University of Sofia [Bulgaria] 1967); M.S. (St. Petersburg State [Russia] 1969); Ph.D. (Bulgarian Academy of Sciences 1977) [1991]

BRYAN J. VENTERS, Assistant Professor of Molecular Physiology and Biophysics B.S. (Oklahoma State 2000); Ph.D. (Pennsylvania State 2008) [2013]

KIMBERLY B. VERA, Assistant Professor of Pediatrics B.S. (Rhodes College 1997); M.D. (Tennessee, Memphis 2001) [2010]

STEN H. VERMUND, Amos Christie Chair in Global Health; Professor of Pediatrics; Professor of Health Policy; Professor of Obstetrics and Gynecology; Professor of Medicine; Director Institute for Global Health B.A. (Stanford 1974); M.D. (Yeshiva 1977); M.Sc. (London School of Hygiene and Tropical Medicine 1981); M.Phil., Ph.D. (Columbia 1987, 1990) [2005]

DANA DEATON VERNER, Assistant Clinical Professor of Psychiatry B.S. (Princeton 1999); M.D. (Vanderbilt 2004) [2010]

CRYSTAL N. VERNON, Assistant Clinical Professor of Pediatrics; Adjunct Instructor in Nursing B.S. (Lipscomb 1997); M.D. (Tennessee, Memphis 2003) [2006]

KASEY C. VICKERS, Assistant Professor of Medicine; Assistant Professor of Molecular Physiology and Biophysics B.S. (Texas Tech University 2001); Ph.D. (Baylor 2008) [2012]

JANICE M. VINSON, Assistant Professor of Clinical Medicine B.S. (Middle Tennessee State 1980); M.D. (Tennessee, Memphis 1984) [2011]

KIMBERLY N. VINSON Assistant Dean for Diversity B.S. (Birmingham-Southern 1999); M.D. (Vanderbilt 2003) [2008]

FRANK W. VIRGIN, JR., Assistant Professor of Otolaryngology B.A. (Vermont 2006); M.D. (Medical College of Georgia 2006) [2012]

JOHN M. VIROSTKO, Research Assistant Professor of Radiology and Radiological Sciences B.S. (Georgia Institute of Technology 2001); M.S., Ph.D. (Vanderbilt 2003, 2006) [2012]

VAL YVETTE VOGT, Associate Clinical Professor of Obstetrics and Gynecology B.A. (Washington University 1986); M.D. (Rush 1990) [2004]

EMMANUEL J. VOLANAKIS, Assistant Professor of Pediatrics B.A. (Brown 1994); M.D. (Alabama, Birmingham 2001) [2010]

PAUL A. VOZIYAN, Research Associate Professor of Medicine M.S. (Shevchenko National [Ukraine] 1984); Ph.D. (National Academy of Sciences, Kiev [Ukraine] 1990) [2002]

KEVIN W. WADDELL, Assistant Professor of Radiology and Radiological Sciences B.A. (Kentucky, Lexington 1997); M.S., Ph.D. (Louisville 2001, 2004) [2007]

BRIAN E. WADZINSKI, Associate Professor of Pharmacology B.Sc., Ph.D. (Wisconsin 1984, 1989) [1993]

CHAD E. WAGNER, Associate Professor of Clinical Anesthesiology; Associate Professor of Clinical Cardiac Surgery B.A. (Trinity [Texas] 1993); M.D. (Texas, Houston 1998) [2009]

CONRAD WAGNER, Professor of Biochemistry B.A. (City College of New York 1951); M.S., Ph.D. (Michigan 1952, 1956) [1961]

MARTIN H. WAGNER, Assistant Clinical Professor of Neurology B.S. (Tulane 1978); M.D. (Baylor 1978) [2008]

JULIANNE HAINES WAGNON, Assistant in Medicine B.A. (Rhodes College 1988); J.D. (Mississippi 1991); R.N., M.S.N. (Vanderbilt 2000, 2001) [2004]

RIFAT WAHAB, Instructor in Radiology and Radiological Sciences D.O. (Michigan State 2005) [2014]

SHAUN A. WAHAB, Instructor in Radiology and Radiological Sciences B.S., M.D. (Michigan State 2005, 2009) [2014]

ZIA U. WAHID, Associate Clinical Professor of Psychiatry B.Sc. (University of the Punjab [Pakistan] 1980); M.B.B.S. (King Edward Memorial [India] 1984); M.D. (Meharry Medical 1992) [2002]

JOHN A. WAIDE, Assistant Clinical Professor of Psychiatry B.A. (Texas 1973); M.A., Ph.D. (Vanderbilt 1976, 1979); M.S.S.W. (Tennessee, Nashville 1990) [2011]

TEDRA A. WALDEN, Professor of Psychology and Human Development; Professor of Hearing and Speech Sciences B.A., M.A., Ph.D. (Florida 1974, 1976, 1978) [1981]

LYNN S. WALKER, Professor of Pediatrics; Professor of Psychology; Professor of Psychiatry B.A. (Oberlin 1973); M.S., Ph.D. (Peabody 1978, 1981) [1993]

RONALD C. WALKER, Professor of Clinical Radiology and Radiological Sciences B.S., M.D. (Baylor 1974, 1978) [2007]

STEPHAINE HALE WALKER, Assistant Professor of Clinical Pediatrics B.S. (Vanderbilt 1997); M.D. (Cornell 2001); M.P.H. (Harvard 2007) [2009]

DEBORAH E. WALLACE, Assistant in Medicine B.S.N. (Louisville 1999); M.S.N. (Georgia Southern 2008) [2010]

JEANNE M. WALLACE, Assistant Vice Chancellor for Research; University Veterinarian; Associate Professor of Pathology, Microbiology, and Immunology; Associate Professor of Molecular Physiology and Biophysics; Director Division of Animal Care B.S., D.V.M. (Kansas State 1984, 1986) [2006]

MARK T. WALLACE, Professor of Hearing and Speech Sciences; Professor of Psychiatry; Director Vanderbilt Brain Institute B.A., M.A., Ph.D. (Temple 1985, 1987, 1990) [2005]

DONNA C. WALLS, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Ouachita Baptist 1992); D.D.S. (Oklahoma 1997) [2005]

DAVID WILSON WALSH, Assistant Professor of Clinical Medicine B.S., M.D. (Louisville 2006, 2010) [2014]

MICHELE M. WALSH, Assistant Professor of Clinical Pediatrics B.S. (Miami [Ohio] 1992); M.D. (Ohio State 1997) [2012]

WILLIAM F. WALSH, Professor of Pediatrics B.S. (U.S. Air Force Academy 1972); M.D. (Texas, San Antonio 1976) [1992]

ARTHUR S. WALTERS, Professor of Neurology B.A. (Kalamazoo 1965); M.S. (Northwestern 1967); M.D. (Wayne State 1972) [2008]

MICHELLE WALTHER, Assistant Professor of Emergency Medicine B.S. (Pennsylvania 2005); M.D. (Vanderbilt 2009) [2012]

GINA M. WALTON, Assistant Professor of Orthopaedic Surgery and Rehabilitation B.S. (Illinois 1999); M.D. (Illinois, Chicago 2004) [2011]

HUI-DONG WANG, Research Instructor in Psychiatry B.S. (Jining Medical 1993); Ph.D. (Kagoshima [Japan] 2002) [2007]

LILY WANG, Associate Professor of Biostatistics B.A. (Temple 1998); M.S., Ph.D. (North Carolina 2000, 2004) [2004]

THOMAS J. WANG, Gottlieb C. Friesinger II Chair in Cardiovascular Medicine; Professor of Medicine; Director, Division of Cardiovascular Medicine B.S. (Harvard 1992); M.D. (Harvard Medical 1996) [2013]

YANG WANG, Research Instructor in Medicine B.S. (Xiamen [China] 2003); Ph.D. (Kansas 2009) [2014]

YINQIU WANG, Research Instructor in Medicine B.S. (Luzhou Medical [China] 1999); M.S. (Lanzhou [China] 2002); Ph.D. (Kunming Medical [China] 2006) [2013]

ZHEN WANG, Research Instructor in Biochemistry B.S., M.S. (Ocean [China] 1997, 2000); Ph.D. (Northern Illinois 2005) [2009]

ZHIJIAN WANG, Assistant in Medicine B.S.N. (Second Military Medical [China] 1985); M.S.N. (Vanderbilt 2010) [2011]

GEORGE B. WANNA, Associate Professor of Otolaryngology M.D. (American University of Beirut [Lebanon] 1998) [2010]

AARON R. WARD, Clinical Instructor in Pediatrics B.S. (Ouachita Baptist 1997); M.D. (Arkansas, Little Rock 2001) [2012]

MICHAEL WARD, Assistant Professor of Emergency Medicine B.S., M.B.A., M.D. (Emory ) [2013]

RENEE M. WARD, Assistant Professor of Obstetrics and Gynecology B.A. (Pomona 1996); M.D. (California, San Francisco 2001) [2008]

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LORRAINE B. WARE, Associate Professor of Medicine; Associate Professor of Pathology, Microbiology, and Immunology B.A. (Claremont McKenna College 1988); M.D. (Johns Hopkins 1992) [2002]

JEREMY L. WARNER, Assistant Professor of Medicine B.S. (Massachusetts Institute of Technology 1999); M.S. (California, San Diego 2001); M.D. (Boston University 2005) [2012]

JOHN S. WARNER, Professor of Neurology, Emeritus B.S. (University of the South 1952); M.D. (Vanderbilt 1956) [1965]

CRISTINA WARREN, Assistant in Psychiatry B.S.N. (Tennessee 2009); M.S.N. (Vanderbilt 2012) [2013]

MICHAEL DALE WARREN, Adjunct Assistant Professor of Pediatrics B.S. (Wake Forest 1999); M.D. (East Carolina 2003); M.P.H. (Vanderbilt 2009) [2009]

ZACHARY E. WARREN, Associate Professor of Pediatrics; Associate Professor of Special Education; Associate Professor of Psychiatry B.S. (William and Mary 1997); M.S., Ph.D. (Miami 2002, 2005) [2006]

MARY KAY WASHINGTON, Professor of Pathology, Microbiology, and Immunology B.S. (Mississippi State 1979); Ph.D., M.D. (North Carolina 1982, 1986) [1996]

DAVID H. WASSERMAN, Annie Mary Lyle Chair; Professor of Molecular Physiology and Biophysics; Director, Mouse Metabolic Phenotyping Center B.Sc., M.Sc. (California, Los Angeles 1979, 1981); Ph.D. (Toronto [Canada] 1985) [1985]

MICHAEL R. WATERMAN, Professor of Biochemistry, Emeritus B.A. (Willamette 1961); Ph.D. (Oregon Health and Science 1969) [1992]

ALEX G. WATERSON, Research Assistant Professor of Pharmacology; Research Assistant Professor of Chemistry B.S. (Mississippi State 1994); Ph.D. (Emory 1999) [2008]

HORACE E. WATSON, Assistant Professor of Orthopaedic Surgery and Rehabilitation B.S., M.D. (Alabama, Birmingham 1953, 1957) [2002]

PAULA L. WATSON, Assistant Professor of Medicine B.S. (Louisiana, Monroe 1986); M.D. (Arkansas, Little Rock 1990) [2004]

CAROLYN S. WATTS, Senior Associate in Surgery; Adjunct Instructor in Nursing B.S.N. (Olivet Nazarene 1971); M.S.N. (Tennessee 1978) [2002]

LAURA L. WAYMAN, Associate Professor of Ophthalmology and Visual Sciences B.A. (National, San Diego 1983); M.S. (Maryland 1985); M.D. (Mayo Medical 1998) [2005]

ALISSA M. WEAVER, Associate Professor of Cancer Biology; Associate Professor of Pathology, Microbiology, and Immunology B.S., B.A. (Stanford 1991, 1991); Ph.D., M.D. (Virginia 1997, 1998) [2003]

C. DAVID WEAVER, Assistant Professor of Pharmacology B.S., Ph.D. (Tennessee 1989, 1994) [2003]

LAUREN A. WEAVER, Assistant in Pediatrics B.A. (Alabama, Huntsville 2006); M.S. (Auburn, Montgomery 2011) [2014]

DONNA JANE WEBB, Associate Professor of Biological Sciences; Associate Professor of Cancer Biology B.S. (James Madison [Virginia] 1989); Ph.D. (Virginia 1995) [2005]

LYNN E. WEBB, Assistant Dean for Faculty Development B.S., M.S. (Illinois State 1971, 1973); M.B.A. (Illinois, Champaign 1983); Ph.D. (Southern Illinois 1997); PhD,OTHER,HSM [1997]

TRENIA LYN WEBB, Professor of Medicine; Assistant Professor of Clinical Obstetrics and Gynecology B.S. (Lipscomb 1994); M.D. (Tennessee, Memphis 2003) [2009]

WANDA G. WEBB, Assistant Professor of Hearing and Speech Sciences B.S. (Middle Tennessee State 1970); M.S. (Eastern Illinois 1971); Ph.D. (Vanderbilt 1979) [1978]

WARREN W. WEBB, Professor of Psychiatry, Emeritus B.A. (North Carolina 1947); Ph.D. (Duke 1952) [1955]

STEVEN A. WEBBER, James C. Overall Chair in Pediatrics; Professor of Pediatrics; Chair of the Department of Pediatrics M.B.Ch.B (Bristol [U.K.] 1983) [2012]

ROBERT J. WEBSTER III, Associate Professor of Mechanical Engineering; Assistant Professor of Urologic Surgery; Assistant Professor of Otolaryngology; Assistant Professor of Electrical Engineering; Assistant Professor of Neurological Surgery B.S. (Clemson 2002); M.S., Ph.D. (Johns Hopkins 2004, 2007) [2008]

AMY GREGORY WEEKS, Assistant Professor of Clinical Obstetrics and Gynecology B.A. (Vanderbilt 1981); M.D. (Tennessee, Memphis 1985) [2005]

FIRAS WEHBE, Assistant Professor of Biomedical Informatics B.Sc., M.D. (American University of Beirut [Lebanon] 1997, 2001); M.S., Ph.D. (Vanderbilt 2004, 2011) [2011]

P. ANTHONY WEIL, Professor of Molecular Physiology and Biophysics B.S. (Northern Illinois 1972); Ph.D. (Texas, Houston 1976) [1986]

ELIZABETH E. WEINER, Senior Associate Dean for Informatics; Centennial Independence Foundation Professor of Nursing; Professor of Biomedical Informatics B.S.N. (Kentucky, Lexington 1975); M.S.N. (Cincinnati 1978); Ph.D. (Kentucky, Lexington 1982) [2000]

MATTHEW BRET WEINGER, Norman Ty Smith Chair in Patient Safety and Medical Simulation; Professor of Anesthesiology; Professor of Medical Education and Administration; Professor of Biomedical Informatics M.S., B.S. (Stanford 1978, 1978); M.D. (California, San Diego 1982) [2004]

AMY S. WEITLAUF, Assistant Professor of Pediatrics; Instructor in Pediatrics B.A. (Texas 2003); M.S., Ph.D. (Vanderbilt 2006, 2011) [2013]

GLENN A. WEITZMAN, Assistant Clinical Professor of Obstetrics and Gynecology B.S. (Stony Brook 1978); M.D. (Johns Hopkins 1982) [1996]

EDWARD BRIAN WELCH, Assistant Professor of Radiology and Radiological Sciences B.S. (Southern California 1998); Ph.D. (Mayo Medical 2003) [2004]

JOHN C. WELLONS, Professor of Neurological Surgery; Professor of Pediatrics; Chief of Pediatric Neurosurgery B.S. (Mississippi 1991); M.D. (Mississippi, Jackson 1995) [2012]

MELISSA F. WELLONS, Assistant Professor of Medicine B.A., M.H.S., M.D. (Duke 1994, 2001, 2001) [2012]

JACK N. WELLS, Professor of Pharmacology, Emeritus B.S. (Park [Missouri] 1959); M.S., Ph.D. (Michigan 1962, 1963) [1973]

K. SAM WELLS, Research Professor of Molecular Physiology and Biophysics B.S. (Utah 1982); M.S., Ph.D. (New Mexico 1984, 1987) [2000]

WANQING WEN, Research Associate Professor of Medicine M.D., M.P.H. (Hunan Medical [China] 1984, 1987) [2000]

J. JASON WENDEL, Assistant Clinical Professor of Plastic Surgery B.A. (Wabash 1992); M.D. (Indiana, Indianapolis 1996) [2002]

RICHARD J. WENDORF, Associate Professor of Clinical Pediatrics B.S. (Illinois, Chicago 1989); M.D. (Southern Illinois, Springfield 1993) [2013]

SUSAN RAE WENTE, Professor of Cell and Developmental Biology B.S. (Iowa 1984); Ph.D. (California, Berkeley 1988) [2002]

JAY A. WERKHAVEN, Associate Professor of Clinical Otolaryngology B.A. (Wittenberg 1978); M.D. (Wake Forest 1982) [1989]

JOHN R. WERTHER, Associate Clinical Professor of Oral and Maxillofacial Surgery B.S. (SUNY, Syracuse 1981); D.M.D. (Harvard 1986); M.D. (Vanderbilt 1988) [1991]

ROBERT T. WERTZ, Professor of Hearing and Speech Sciences, Emeritus A.B. (Long Beach 1959); A.M., Ph.D. (Stanford 1964, 1967) [1992]

RALPH E. WESLEY, Clinical Professor of Ophthalmology and Visual Sciences A.B. (Kentucky, Lexington 1967); M.D. (Vanderbilt 1972) [1979]

DOUGLAS CASEY WEST, Assistant in Medicine B.S.N., M.S.N. (Medical University of South Carolina 1989, 1990) [2009]

JAMES D. WEST, Associate Professor of Medicine B.S. (Missouri 1989); Ph.D. (Georgia Institute of Technology 1996) [2007]

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JULE J. WEST, Assistant Professor of Medicine M.S.N. (Vanderbilt 1991); B.A. (Wheaton 1997); M.D. (Vanderbilt 1997) [2008]

KEVIN D. WEST, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Western Kentucky 1999); M.S., D.M.D. (Louisville 2003, 2003) [2007]

W. SCOTT WEST, Assistant Clinical Professor of Psychiatry B.A. (Tennessee 1976); M.D. (Tennessee, Memphis 1982) [1986]

C. WILLIAM WESTER, Assistant Professor of Medicine B.A. (Bowdoin 1987); M.D. (Dartmouth 1991); M.P.H. (Harvard 2010) [2008]

CAROLYN N. WESTER, Adjunct Research Assistant Professor of Medicine B.A., M.D. (Dartmouth 1987, 1991); M.P.H. (Harvard 2008) [2013]

MARGARET M. WHALEN, Adjunct Professor of Cancer Biology B.S. (South Dakota School of Mines and Technology 1979); Ph.D. (New Mexico 1984) [2013]

URSULA POEHLING WHALEN, Assistant Professor of Clinical Medicine B.A. (Boston College 1993); M.D. (Wake Forest 2000) [2008]

VALERIE N. WHATLEY, Assistant Professor of Pediatrics B.S. (Kentucky, Lexington 1993); M.D. (South Alabama 1997) [2007]

ARTHUR P. WHEELER, Professor of Medicine B.A., M.D. (Maryland, Baltimore 1978, 1982) [1989]

KATHRYN E. WHEELER, Assistant Professor of Clinical Pediatrics B.S. (Florida State 1994); M.D. (St. George's, Grenada 2004) [2012]

PAUL W. WHEELER, Assistant Clinical Professor of Medicine B.S. (Samford 1973); M.D. (Alabama, Birmingham 1977) [1983]

WILLIAM O. WHETSELL, JR., Professor of Pathology, Emeritus B.S. (Wofford 1961); M.S., M.D. (Medical University of South Carolina 1964, 1966) [1983]

BOBBY J. WHITE, Instructor in Clinical Medicine B.S. (Middle Tennessee State 1980); M.D. (Tennessee, Memphis 1985) [1995]

DAVID J. WHITE, Associate Clinical Professor of Pediatrics B.S. (Texas A & M 1988); M.D. (Texas, Houston 1995) [1998]

JOAN W. WHITE, Clinical Professor of Pediatrics B.S. (Virginia Polytechnic Institute 1981); M.D. (Medical College of Virginia 1986) [1989]

RICHARD O. WHITE III, Assistant Professor of Internal Medicine at Meharry Medical College; Assistant Clinical Professor of Pediatrics at Vanderbilt B.S. (Duke 1998); M.D. (Vanderbilt 2002) [2006]

ROBERT H. WHITEHEAD, Adjunct Research Professor of Medicine B.Sc., M.Sc. (Queensland [Australia] 1965, 1968); Ph.D. (Wales, Lampeter [U.K.] 1975) [1997]

AMANDA L. WHITEMAN, Assistant in Medicine B.A. (University of the South 2004); B.S.N. (Samford 2007); M.S.N. (Vanderbilt 2013) [2014]

THOMAS C. WHITFIELD, Associate Professor of Clinical Medicine B.S. (Lipscomb 1974); M.D. (Tennessee, Memphis 1977) [1990]

JONNA H. WHITMAN, Assistant Professor of Clinical Medicine B.A. (Williams 1990); M.D. (Virginia 1994) [2005]

DONNA C. WHITNEY, Assistant Professor of Clinical Pediatrics B.S. (San Diego State 1988); M.D. (Uniformed Services 1992) [2012]

CHRISTINE M. WHITWORTH, Clinical Instructor in Obstetrics and Gynecology B.S. (Memphis 1978); M.D. (Tennessee, Memphis 1983) [1991]

CRAIG WIERUM, Assistant Clinical Professor of Medicine B.S. (Duke 1984); M.D. (North Carolina 1990) [1995]

GEORGIA L. WIESNER, Ingram Professor of Cancer Research; Professor of Medicine B.A. (Northern Colorado 1976); M.S., M.D. (Minnesota 1981, 1985) [2012]

MARK A. WIGGER, Assistant Professor of Medicine; Medical Director, Adult Heart Transplant B.A. (Tennessee 1978); M.S. (Tennessee State 1980); M.D. (East Tennessee State 1984) [2006]

CATHERINE OLESCHIG WIGGLETON, Assistant Clinical Professor of Pediatrics B.A. (Stanford 1998); M.Sc. (Harvard 2001); M.D. (Vanderbilt 2006) [2010]

JOHN P. WIKSWO, JR., Gordon A. Cain University Professor; A. B. Learned Professor of Living State Physics; Professor of Molecular Physiology and Biophysics; Professor of Biomedical Engineering B.A. (Virginia 1970); M.S., Ph.D. (Stanford 1973, 1975) [1977]

GEOFFREY E. WILE, Assistant Professor of Radiology and Radiological Sciences B.S. (Belmont 1998); M.D. (Tennessee, Memphis 2002) [2008]

RONALD G. WILEY, Professor of Neurology; Professor of Pharmacology B.S., Ph.D., M.D. (Northwestern 1972, 1975, 1975) [1982]

KRISTA LOUISE WILHELMSON, Instructor in Surgery B.A. (Gustavus Adolphus 2002); M.D. (Minnesota 2007) [2014]

CONSUELO H. WILKINS, Associate Professor of Medicine; Associate Professor of Medicine at Meharry Medical College; Director, Meharry-Vanderbilt Alliance B.S., M.D. (Howard 1992, 1996); M.S.C.I. (Washington University 2002) [2012]

KENNETH L. WILKINS II, Instructor in Clinical Medicine; Instructor in Clinical Pediatrics B.S., M.D. (Howard 1996, 2000) [2012]

LINDA J. WILKINSON, Assistant in Surgery B.S.N. (Massachusetts 1989); M.S.N. (Vanderbilt 1997) [2011]

ELISABETH DONLEVY WILLERS, Assistant Professor of Medicine B.S. (North Carolina 1995); M.D. (Wake Forest 2000) [2004]

BRAD V. WILLIAMS, Assistant Clinical Professor of Psychiatry B.A., M.D. (Mississippi 1973, 1981) [1985]

CHRISTOPHER S. WILLIAMS, Associate Professor of Medicine; Associate Professor of Cancer Biology B.Sc. (Brigham Young 1992); Ph.D., M.D. (Vanderbilt 1999, 2002) [2005]

D. BRANDON WILLIAMS, Assistant Professor of Surgery B.S. (Stanford 1995); M.D. (Tennessee, Memphis 2000) [2008]

DEREK JUSTIN WILLIAMS, Assistant Professor of Pediatrics B.S. (Georgia 2001); M.D. (Medical College of Georgia 2005) [2010]

SARAH ELIZABETH WILLIAMS, Instructor in Pediatrics B.A. (Georgia 1999); M.D. (Medical College of Georgia 2005) [2010]

JENNIFER R. WILLIAMS, Assistant Professor of Radiology and Radiological Sciences B.S. (North Carolina 1994); M.D. (Texas, San Antonio 2001) [2007]

KRISTINA JILL WILLIAMS, Assistant in Medicine; Adjunct Instructor in Nursing B.S.N. (Memphis 1999); M.S.N. (Vanderbilt 2009) [2010]

JOHN V. WILLIAMS, Associate Professor of Pediatrics; Associate Professor of Pathology, Microbiology, and Immunology B.S. (Virginia 1990); M.D. (Medical College of Virginia 1994) [2002]

LAURA L. WILLIAMS, Assistant Clinical Professor of Obstetrics and Gynecology B.A., M.D. (Wake Forest 1980, 1984) [1990]

PATRICIA STICCA WILLIAMS, Assistant Clinical Professor of Pediatrics B.A. (Rochester 1989); M.D. (SUNY, Buffalo 1993) [1999]

SARALYN R. WILLIAMS, Associate Professor of Clinical Emergency Medicine; Associate Professor of Clinical Medicine B.S. (Erskine 1986); M.D. (Duke 1990) [2006]

STACEY M. WILLIAMS, Associate Clinical Professor of Pediatrics B.S., M.D. (Pittsburgh 1990, 1997) [2000]

IDA MICHELE WILLIAMS-WILSON, Assistant Clinical Professor of Pediatrics B.S., M.D. (Vanderbilt 1989, 1993) [1996]

EDWIN D. WILLIAMSON, Assistant Professor of Psychiatry B.A. (Middlebury 1996); M.D. (Columbia 2003) [2010]

RANDY C. WILLIAMSON, Assistant Professor of Pediatrics B.S. (Tennessee State 1901); M.D. (Universidad Autónoma de Guadalajara [Mexico] 1901) [2011]

ALYSON ANN WILLS, Clinical Instructor in Pediatrics B.A. (Drake 2005); M.D. (Boonshoft 2005) [2012]

MORGAN JACKSON WILLS, Assistant Clinical Professor of Medicine B.A. (Princeton 1990); M.D. (Vanderbilt 1996) [2001]

ANDREW J. WILSON, Research Assistant Professor of Obstetrics and Gynecology B.S., Ph.D. (Melbourne [Australia] 1994, 1998) [2008]

ANJELI WILSON, Clinical Instructor in Pediatrics B.S. (Illinois, Champaign 1993); M.D. (Southern Illinois, Springfield 1997) [2011]

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JO ELLEN WILSON, Instructor in Psychiatry B.S. (Belmont 2004); M.D. (Vanderbilt 2009) [2014]

KEITH T. WILSON, Thomas F. Frist, Sr. Chair in Medicine; Professor of Medicine; Professor of Pathology, Microbiology, and Immunology; Professor of Cancer Biology B.A. (Cornell 1982); M.D. (Harvard Medical 1986) [2005]

MARY ALYSON WILSON, Assistant in Medicine B.S. (Lipscomb 2004); M.S.N. (Vanderbilt 2007) [2010]

MATTHEW H. WILSON, Associate Professor of Medicine B.S. (Georgetown College 1994); Ph.D., M.D. (Vanderbilt 1999, 2001) [2013]

ANGELA M. WILSON-LIVERMAN, Assistant Professor of Clinical Obstetrics and Gynecology B.S. (North Carolina 1990); M.S.N. (Vanderbilt 1999) [2007]

EMILY B. WINBERRY, Instructor in Clinical Pediatrics B.S. (Washington and Lee 2007); M.D. (Virginia 2011) [2014]

DANNY G. WINDER, Professor of Molecular Physiology and Biophysics; Professor of Psychiatry B.S. (North Georgia College and State University 1990); Ph.D. (Emory 1995) [1999]

JASON J. WINNICK, Research Instructor in Molecular Physiology and Biophysics B.S. (SUNY, Brockport 1998); M.S. (South Carolina 2000); Ph.D. (Ohio State 2006) [2011]

DANA C. WIRTH, Assistant in Medicine B.S. (Middle Tennessee State 1997); M.S.N. (Vanderbilt 1999) [2004]

ANNE COURTER WISE, Clinical Instructor in Obstetrics and Gynecology B.S. (William and Mary 1990); M.D. (Johns Hopkins 1996) [2000]

JOSEPH E. WISE, Assistant Clinical Professor of Psychiatry B.S. (U.S. Military Academy 2001); M.D. (Cincinnati 2005) [2013]

BRUCE L. WOLF, Assistant Clinical Professor of Medicine B.A. (Amherst 1977); M.D. (Louisville 1982) [1989]

PATRICK S. WOLF, Assistant Clinical Professor of Surgery Sc.B. (Xavier [Ohio] 1995); M.D. (Medical College of Wisconsin 2003) [2013]

LAWRENCE K. WOLFE, Professor of Clinical Medicine B.A., M.D. (Vanderbilt 1957, 1960) [1968]

BENJAMIN D. WOMACK, Assistant Professor of Clinical Medicine B.S. (Mississippi State 2000); M.D. (Washington University 2005) [2008]

ALASTAIR J. J. WOOD, Professor of Medicine, Emeritus M.B.Ch.B (St Andrews [U.K.] 1970); M.R.C.P. (Royal College of Physicians [U.K.] 1974) [1977]

JEANNIE M. WOOD, Assistant in Oral and Maxillofacial Surgery B.S. (Cumberland 1997); M.S.N. (Tennessee State 2013) [2014]

MEGAN WOOD, Instructor B.S. (Notre Dame 2005); M.D. (George Washington 2009) [2014]

MICHAEL R. WOOD, Research Assistant Professor of Pharmacology; Research Assistant Professor of Chemistry B.S. (California State, Chico 1991); Ph.D. (California, Santa Barbara 1995) [2009]

CYNTHIA C. WOODALL, Assistant Professor of Clinical Obstetrics and Gynecology B.S. (Tennessee 1990); M.S. (Vanderbilt 1992); M.D. (Tennessee, Memphis 1996) [2012]

LAUREN E. WOODARD, Research Instructor in Medicine B.S. (Texas 2004); Ph.D. (Stanford 2009) [2013]

AUBAINE M. WOODS, Assistant Clinical Professor of Pediatrics B.A. (Miami [Ohio] 1998); M.S.P.H., M.D. (Louisville 2004, 2004) [2007]

GRAYSON NOEL WOODS, Clinical Instructor in Obstetrics and Gynecology B.S. (Colorado 1994); M.D. (East Tennessee State 1998) [2007]

NEIL DAVID WOODWARD, Assistant Professor of Psychiatry B.S. (Alberta [Canada] 1999); M.A., Ph.D. (Vanderbilt 2004, 2007) [2009]

STEPHEN C. WOODWARD, Professor of Pathology, Emeritus M.D. (Emory 1959) [1985]

ALISON L. WOODWORTH, Assistant Professor of Pathology, Microbiology, and Immunology B.S. (Vanderbilt 1996); Ph.D. (Washington University 2003) [2007]

ANDREW ROBERT WOOLDRIDGE, Assistant Professor of Medicine B.Eng. (Vanderbilt 2003); M.D. (Tennessee, Memphis 2010) [2014]

KATHLEENE THORNTON WOOLDRIDGE, Instructor in Medicine B.A. (Columbia 2006); M.D. (Tennessee, Memphis 2011) [2014]

LINDA L. M. WORLEY, Adjunct Professor of Medicine B.S. (Puget Sound 1983); M.D. (Oklahoma 1988) [2010]

JOHN A. WORRELL, Professor of Radiology and Radiological Sciences B.S. (McNeese State 1968); M.D. (Vanderbilt 1971) [1989]

KEITH D. WRENN, Professor of Emergency Medicine; Associate Professor of Medicine B.S. (Baylor 1972); M.D. (Emory 1976) [1992]

CHRISTOPHER V. WRIGHT, Louise B. McGavock Chair; Professor of Cell and Developmental Biology B.Sc. (Warwick [U.K.] 1980); D.Phil. (Oxford [U.K.] 1984) [1990]

HANNAH G. WRIGHT, Assistant in Medicine B.S. (Tennessee 2005); M.S.N. (CUNY, Hunter College 2011) [2012]

J. KELLY WRIGHT, JR., Professor of Surgery B.S. (Vanderbilt 1977); M.D. (Johns Hopkins 1981) [1990]

JOHN E. WRIGHT, Associate Clinical Professor of Pathology, Microbiology, and Immunology B.S. (Houston 1980); M.D. (Baylor 1984) [2002]

PATTY WALCHAK WRIGHT, Associate Professor of Medicine B.S. (Western Kentucky 1993); M.D. (Alabama, Birmingham 1997) [2002]

PETER F. WRIGHT, Adjunct Professor of Pediatrics A.B., B.Med.Sc. (Dartmouth 1964, 1965); M.D. (Harvard Medical 1967) [1974]

SCOTT WRIGHT, Adjunct Assistant Professor of Hearing and Speech Sciences B.A. (California, Davis 1991); M.Aud. (Auckland [New Zealand] 1995) [2006]

LYDIA E. WROBLEWSKI, Research Instructor in Medicine B.Sc., Ph.D. (Liverpool U.K.] 1999, 2003) [2011]

FAN WU, Adjunct Professor of Medicine M.D. (Shanghai Medical [China] 1991); M.S. (Fudan [China] 2000) [2012]

LAN WU, Research Associate Professor of Pathology, Microbiology, and Immunology M.D., M.S. (Tongji [China] 1982, 1990) [2001]

TODD R. WURTH, Assistant Professor of Clinical Orthopaedic Surgery and Rehabilitation B.S. (Murray State 1991); M.D. (Louisville 1998) [2009]

KENNETH N. WYATT, Assistant Clinical Professor of Pediatrics B.A., M.D. (Michigan State 1968, 1979) [1984]

KIMBERLEE D. WYCHE-ETHERIDGE, Adjunct Instructor in Pediatrics B.A. (Amherst 1987); M.D. (Massachusetts, Worcester 1993); M.P.H. (Harvard 2000) [2004]

REBECCA C. WYLIE, Assistant Professor of Clinical Medicine B.S., M.S., M.D. (Alabama, Birmingham 2004, 2005, 2009) [2013]

KENNETH W. WYMAN, Assistant Professor of Medicine B.S. (Murray State 1986); M.D. (Louisville 1990) [2000]

JAMES LAWRENCE WYNN, Assistant Professor of Pediatrics B.S. (Florida Atlantic 1998); M.D. (Florida 2002) [2012]

YAN XIAO, Adjunct Assistant Professor of Health Policy B.S. (Harbin Medical [China] 1992); M.D. (Peking Union Medical [China] 1999); Dr.P.H. (Birmingham [U.K.] 2006) [2012]

JUNZHONG XU, Research Assistant Professor of Radiology and Radiological Sciences B.S. (University of Science and Technology of China 2002); M.S., Ph.D. (Vanderbilt 2007, 2008) [2011]

XIAOCHUAN CAROL XU, Research Assistant Professor of Medicine M.D. (Sun Yat-Sen University of Medical Science [China] 1988); Ph.D. (Université des Sciences et Technologie de Lille [France] 1997) [2001]

YAOMIN XU, Research Assistant Professor of Biostatistics B.S. (University of Science and Technology of China, Hefei 1994); M.S. (University of Science and Technology of China, Anhui 1998); M.S. (Idaho 2002); Ph.D. (Case Western Reserve 2008) [2013]

PATRICK S. YACHIMSKI, Assistant Professor of Medicine A.B. (Harvard 1996); M.D. (Harvard Medical 2002); M.P.H. (Harvard 2008) [2009]

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ELIZABETH A. YAKES, Assistant Professor of Medicine B.S., B.A. (Stetson 1996, 1996); M.D. (Florida 2001) [2005]

FANG YAN, Research Associate Professor of Pediatrics B.S. (Nankai [China] 1986); M.D. (Tianjin Medical [China] 1991); Ph.D. (Louisville 1997) [2001]

PATRICIA G. YANCEY, Research Assistant Professor of Medicine B.S. (Averett 1986); Ph.D. (Wake Forest 1993) [2002]

ELIZABETH CHING-WEN YANG, Adjunct Associate Professor of Pediatrics A.B., M.S. (Chicago 1980, 1980); Ph.D., M.D. (Stanford 1987, 1987) [1997]

GONG YANG, Research Associate Professor of Medicine M.D. (Zhejiang [China] 1984); M.P.H. (Shanghai Medical [China] 1990) [2000]

HAICHUN YANG, Research Instructor in Pathology, Microbiology, and Immunology B.S., M.D. (Shanghai Medical [China] 1994, 1996); Ph.D. (Fudan [China] 2005) [2013]

JAE WON YANG, Visiting Assistant Professor of Pathology, Microbiology, and Immunology M.D., Ph.D. (Yonsei [Korea] 1999, 2010) [2013]

TAO YANG, Research Associate Professor of Medicine; Research Associate Professor of Pharmacology B.S., M.S. (Hubei Medical [China] 1980, 1987); Ph.D. (Three Gorges Medical [China] 1992) [1995]

XIANGLI YANG, Assistant Professor of Medicine; Assistant Professor of Pharmacology B.S. (Guangxi [China] 1982); M.S. (Mississippi State 1994); Ph.D. (Alabama, Birmingham 2000) [2006]

ZHENJIANG YANG, Research Assistant Professor of Medicine Ph.D. (Xinjiang [China] 1994); M.D. (Shanghai Research Institute of Materials [China] 1998) [2011]

THOMAS E. YANKEELOV, Professor of Radiology and Radiological Sciences; Professor of Biomedical Engineering; Ingram Associate Professor of Cancer Research; Associate Professor of Physics; Associate Professor of Cancer Biology B.A. (Louisville 1996); M.A., M.S. (Indiana, Bloomington 1998, 2000); Ph.D. (Stony Brook 2003) [2005]

BING YAO, Research Assistant Professor of Medicine M.D. (Xuzhou Medical [China] 1985); Ph.D. (Nanjing Medical [China] 2001) [2007]

SONG-YI YAO, Research Assistant Professor of Neurology M.D. (Shanghai Medical [China] 1977); M.S. (Shanghai [China] 1979) [2000]

MARY I. YARBROUGH, Associate Professor of Clinical Medicine; Assistant Professor of Health Policy B.S., M.D. (Vanderbilt 1976, 1981); M.P.H. (Johns Hopkins 1990) [1994]

AIDA YARED, Associate Professor of Pediatrics B.S., M.D. (American University of Beirut [Lebanon] 1976, 1980) [1986]

FEI YE, Assistant Professor of Biostatistics B.S. (Southwestern University of Finance and Economics [China] 2001); M.S.P.H., Ph.D. (South Carolina 2004, 2007) [2007]

RAN YE, Research Instructor in Pharmacology B.S. (University of Science and Technology of China, Hefei 1998); M.S. (Northern Colorado 2003); Ph.D. (Montana 2009) [2014]

JOHN E. YEZERSKI, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Samford 2002); D.M.D. (Kentucky, Lexington 2006) [2009]

YAJUN ANDREW YI, Research Assistant Professor of Medicine M.D. (HengYang Medical [China] 1986); Ph.D. (Manitoba [Canada] 1997); M.S. (Loyola 2001) [2001]

MAAME YAA A. B. YIADOM, Assistant Professor of Emergency Medicine A.B. (Princeton 2000); M.P.H. (Harvard 2006); M.D. (Robert Wood Johnson Medical, New Brunswick 2007) [2014]

CHRISTINA YNARES, Assistant Clinical Professor of Medicine B.S., M.D. (Philippines 1968, 1972) [1981]

PAUL J. YODER, Professor of Special Education; Research Professor of Hearing and Speech Sciences B.S. (Louisiana State 1978); M.S. (Peabody 1979); Ph.D. (North Carolina 1985) [1986]

JOHN D. YORK, Natalie Overall Warren Chair; Professor of Biochemistry; Chair of the Department of Biochemistry B.S. (Iowa 1986); Ph.D. (Washington University 1993) [2012]

SALLY J. YORK, Assistant Professor of Medicine B.S. (Iowa 1986); Ph.D., M.D. (Washington University 1996, 1996) [2012]

JAMEY D. YOUNG, Assistant Professor of Chemical and Biomolecular Engineering; Assistant Professor of Molecular Physiology and Biophysics B.S. (Kentucky, Lexington 1999); Ph.D. (Purdue 2005) [2008]

LISA R. YOUNG, Associate Professor of Pediatrics; Associate Professor of Medicine; Associate Professor of Cell and Developmental Biology B.A. (Virginia 1993); M.D. (Duke 1997) [2011]

PAMPEE PAUL YOUNG, Associate Professor of Pathology, Microbiology, and Immunology; Associate Professor of Medicine B.A. (Rice 1990); Ph.D., M.D. (Texas, Southwestern Medical 1996, 1998) [2003]

RUTH T. YOUNG, Assistant Professor of Clinical Medicine B.A. (Duke 1972); M.A. (Minnesota 1974); M.D. (Tennessee, Memphis 1977); M.H.A. (Vanderbilt 2009) [1995]

CHANG YU, Associate Professor of Biostatistics B.S. (University of Science and Technology of China, Hefei 1990); M.S. (Southern Maine 1993); M.S. (Minnesota 1995); Ph.D. (Yale 1998) [2004]

ERIN N.Z. YU, Assistant Professor of Pathology, Microbiology, and Immunology B.S. (West Virginia 2002); D.V.M. (Ohio State 2006) [2008]

HONG YU, Assistant Professor of Neurological Surgery A.B. (Harvard 1998); M.D. (Vanderbilt 2002) [2013]

MI YU, Assistant Clinical Professor of Psychiatry M.D. (Shanghai Medical [China] 1987); Ph.D. (Missouri 1996) [2010]

XIUPING YU, Research Assistant Professor of Urologic Surgery B.Sc. (Nankai [China] 1991); M.Sc., Ph.D. (Dalian Medical [China] 1994, 2000) [2008]

MASATO YUASA, Research Assistant Professor of Orthopaedic Surgery and Rehabilitation M.D. (Tokyo Medical and Dental [Japan] 2003) [2011]

AMANDA C. YUNKER, Assistant Professor of Obstetrics and Gynecology B.S. (Texas Christian 1999); D.O. (North Texas 2004); M.S. (North Carolina 2010) [2010]

LIVIU ANDREI ZAHA, Assistant Professor of Clinical Medicine M.D. (University of Medicine and Pharmacy Carol Davila [Romania] 2004) [2013]

SYEDA SADIA ZAIDI, Assistant Professor of Medicine M.B.B.S. (Dow Medical [Pakistan] 2002) [2012]

ALEXANDER ZAIKA, Associate Professor of Surgery B.S., M.S. (Saint Petersburg State Technical [Russia] 1983, 1986); Ph.D. (Mendeleev University of Chemical Technology [Russia] 1995) [2005]

OLAMIDE ZAKA, Assistant Professor of Clinical Medicine B.S. (Georgia 2006); M.D. (Wisconsin 2010) [2013]

DAVID HAROLD ZALD, Professor of Psychology; Professor of Psychiatry B.A. (Michigan 1989); Ph.D. (Minnesota 1997) [2000]

RICHARD M. ZANER, Professor of Medicine (Medical Ethics), Emeritus B.S. (Houston 1957); M.A., Ph.D. (New School for Social Research 1959, 1961) [1981]

MARIJA ZANIC, Assistant Professor of Cell and Developmental Biology M.S. ( 1998); Ph.D. (Texas 2007) [2014]

EDWARD Y. ZAVALA, Transplant Center Administrator; Research Associate Professor of Surgery; Adjunct Professor of Management B.S. (San Diego State 1978); M.B.A. (Phoenix, San Diego 1992) [2003]

ANDREY I. ZAVALIN, Research Assistant Professor of Biochemistry B.S., Ph.D. (Moscow Engineering Physics Institute [Russia] 1982, 1990) [2003]

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DAVID L. ZEALEAR, Professor of Otolaryngology B.S. (California, Davis 1970); Ph.D. (California, San Francisco 1979) [1986]

ROY ZENT, Thomas F. Frist, Sr. Chair in Medicine; Professor of Medicine; Professor of Cell and Developmental Biology; Professor of Cancer Biology M.B.B.Ch. (Witwatersrand [South Africa] 1984); M.Med. (Cape Town [South Africa] 1992); Ph.D. (Toronto [Canada] 1997) [2000]

BEN ZHANG, Research Assistant Professor of Medicine M.D. (West China University of Medical Sciences 1999); M.P.H., Ph.D. (Sichuan [China] 2007, 2007) [2013]

BING ZHANG, Associate Professor of Biomedical Informatics B.S., M.S. (Nanjing [China] 1993, 1996); Ph.D. (Shanghai Institute of Plant Physiology and Ecology [China] 2000) [2006]

QI ZHANG, Assistant Professor of Pharmacology B.S. (Fudan [China] 1997); Ph.D. (Pennsylvania 2004) [2010]

XIANGLAN ZHANG, Assistant Professor of Medicine M.D. (Zhejiang Medical [China] 1989); M.P.H. (Vanderbilt 2003) [2005]

ZHONGMING ZHAO, Ingram Associate Professor of Cancer Research; Associate Professor of Biomedical Informatics; Associate Professor of Cancer Biology; Associate Professor of Psychiatry B.S. (Zhejiang [China] 1991); M.S. (Peking [China] 1996); Ph.D. (Texas, Houston 2000); M.S. (Houston 2002) [2009]

WEI ZHENG, Professor of Medicine; Director, Vanderbilt Epidemiology Center; Chief, Division of Epidemiology M.D., M.P.H. (Shanghai Medical [China] 1983, 1986); Ph.D. (Johns Hopkins 1992) [2000]

TAO PETER ZHONG, Adjunct Associate Professor of Medicine B.S. (Fudan [China] 1987); Ph.D. (Stony Brook 1995) [2001]

CHENGWEN ZHOU, Research Assistant Professor of Neurology B.S. (Southwest China Normal 1993); M.S. (Chinese Academy of Sciences 1996); Ph.D. (Alabama, Birmingham 2004) [2012]

JING ZHOU, Research Assistant Professor of Pathology, Microbiology, and Immunology B.S. (Ocean [China] 1982); M.S., Ph.D. (Chinese Academy of Sciences 1982, 1986) [1994]

JING ZHU, Research Instructor in Surgery M.B., M.Med. (Harbin Medical [China] 2005, 2007); Ph.D. (University of Electronic Science and Technology 2010) [2014]

YUWEI ZHU, Senior Associate in Biostatistics M.D. (Shanghai Medical [China] 1993); M.S. (Texas, Houston 1998) [2004]

JOHN A. ZIC, Associate Dean for Medical School Admissions; Associate Professor of Medicine B.S. (Notre Dame 1987); M.D. (Vanderbilt 1991) [1995]

ANDRIES ZIJLSTRA, Assistant Professor of Pathology, Microbiology, and Immunology; Assistant Professor of Cancer Biology B.S., Ph.D. (Washington State 1993, 1998) [2006]

CARL W. ZIMMERMAN, Frances and John C. Burch Chair in Obstetrics and Gynecology; Professor of Obstetrics and Gynecology B.S. (Peabody 1969); M.D. (Tennessee, Memphis 1972) [1978]

LISA ZIMMERMAN, Research Associate Professor of Biochemistry B.A. (Wilkes 1993); M.S., Ph.D. (Vanderbilt 1995, 1998) [2003]

PING ZOU, Research Instructor in Molecular Physiology and Biophysics M.D. (Henan [China] 1998); Ph.D. (Beijing [China] 2003) [2013]

MARY M. ZUTTER, Assistant Vice-Chancellor for Integrative Diagnostics at Vanderbilt University Medical Center; Louise B. McGavock Chair; Professor of Pathology, Microbiology, and Immunology; Professor of Cancer Biology B.S. (Newcomb 1976); M.D. (Tulane 1981) [2003]

JEFFREY P. ZWERNER, Assistant Professor of Medicine B.A. (Washington University 1995); Ph.D. (Alabama, Huntsville 2002); M.D. (Alabama, Birmingham 2004) [2010]

LAURENCE J. ZWIEBEL, Cornelius Vanderbilt Chair in Biological Sciences; Professor of Biological Sciences; Professor of Pharmacology B.S. (Stony Brook 1980); M.S. (Michigan 1982); Ph.D. (Brandeis 1992) [1998]

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Academic policies 40, 56Academic program 40Accreditation, university 17Activities and recreation fees 60, 67Activities, extracurricular 24, 41Address change 18Administration, Medical Center 8Administration, School of Medicine 10Administration, university 6Admission, School of Medicine 33Advisers 42, 43, 45Affiliated facilities 16Alpha Omega Alpha 58Alternative transportation 20Anatomy courses 68Anesthesiology courses 68Annual security report 19, 24Appeals, dismissal 54Application procedure 33Athletic facilities 24Attendance policy 40Au.D. 36, 54, 66Audiology courses 101Audiology, Doctor of 36, 54, 66Awards 58

Barnes & Noble at Vanderbilt 18Behavior, standards of 27Better Health, Vanderbilt Center for 15Bicycle registration 20Bill Wilkerson Center 15Biochemistry courses 68Biomedical Informatics courses 69Black Cultural Center, Bishop Joseph Johnson 19Board of Trust, Medical Center Affairs Committee 7Board of Trust, university 5By laws, honor constitution 26

Calendar 4Campus Security Report 19, 24Cancer Biology courses 69Cancer Center, Vanderbilt-Ingram 13Career Center—See Center for Student Professional DevelopmentCell and Developmental Biology courses 69Center for Student Professional Development 20Change of address 18Chaplain 20Child and Family Center 23Child Care Center 23Children’s Hospital 13Class day awards 58Clinic, The Vanderbilt 13Clinical investigation courses 99Clinician assessments of student performance 42Colleges, The 44, 45Commencement 43, 51, 57Committees, university 8Committees, standing, School of Medicine 10Commodore Card 18Competencies for learners 29Computer resources (ITS) 16Conduct expectations 42Confidentiality of student records 19, 22Continuing medical education 32Core clinical curriculum 47, 50

Counseling services 20, 44Courses of study 68Crime alerts 24

Dayani Center for Health and Wellness, Vanderbilt 15Degree and promotions requirements, doctor of medicine 40, 45, 47, 49Degrees offered, university 16Diabetes Center, Vanderbilt 14Diagnostic radiology courses 105Dining services 18Directory listings 23Disabilities, services for students with 21Disability insurance 60Dismissal 53Doctor of Audiology (Au.D.) 36, 54, 66Doctor of Medical Physics (D.M.P.) 37, 56, 66Doctor of Medicine 33, 40Dual-degree programs 34, 35Duty hours, medical student 41

Eating on campus 18Education records 19, 22Educational and assistance programs, police department 24Education of the deaf courses 102Emergency Medicine courses 69Emergency phones 23Entrance recommendations 33Entrance requirements 33Equal Opportunity, Affirmative Action, and Disability Services (EAD) 2, 21, 28Equity in Athletics Disclosure Act Report 19Escort service (Vandy Vans) 23Eskind Biomedical Library 16Executive faculty, School of Medicine 10Expectations for conduct 42Experiential Learning and Assessment, Center for (CELA) 31Extracurricular activities 24, 41Extracurricular work 41

Facilities of the Medical Center 13Faculty 109Fees 60, 66FERPA 19, 22Financial assistance 18, 35, 61, 67Financial clearance 60, 67Financial information 18, 35, 60, 66FMK and FCC promotions meetings 53Founder’s Medal 58Frist Nursing Informatics Center 15Frist, Patricia Champion, Hall 15

Global health courses 77Godchaux, Mary Ragland, Hall 14Grading and promotions, other degrees 56Grading policy, doctor of medicine 41Grading scales 41Graduate Development Network 22Graduate medical education 31Graduate programs in hearing and speech sciences 36, 54Graduate programs in medical physics 37, 56, 66Graduate Student Council 18Graduation rates 19Grievances, student, concerning grades 23, 42

Health center, student 21Health professions education courses 100

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185

Hearing and Speech Sciences 36, 54Heart and Vascular Institute, Vanderbilt 15History, School of Medicine 32History, university 16Honor code 25Honor Council, Constitution 25Honor system 25Honors and awards 58Hospital, Monroe Carell Jr. Children’s 13Hospital, Psychiatric 13Hospital, Vanderbilt Stallworth Rehabilitation 13Hospital, Vanderbilt University 13Hospitalization insurance 21, 61Housing 18Human Development, Vanderbilt Kennedy Center for Research on 14

Identification card (Commodore Card) 18Immunization requirements 21Information Technology Services 16Insurance, disability 60Insurance, family coverage 21Insurance, hospitalization 21, 61Insurance, international students 21, 60, 62Insurance, liability 60Interdisciplinary studies courses 70International Student and Scholar Services 18International students 21, 23, 39

Jewish Life, Schulman Center for 20Johnson, Bishop Joseph, Black Cultural Center 19

Kennedy Center 14

Laboratory investigation courses 104Late payment of fees 60, 67Learning community 47Leaves of absence 41, 57LGBTQI Life, Office of 20Liability insurance for students 60Library, Annette and Irwin Eskind Biomedical (EBL) 16Library, Jean and Alexander Heard 15Licensing examination 40Life at Vanderbilt 18Light, Rudolph A., Hall 14, 32Longitudinal requirements 47, 49

Master of Education of the Deaf (M.D.E.) 36, 55Master of Health Professions Education (M.H.P.E.) 38, 55, 66Master of Laboratory Investigation (M.L.I.) 37, 55, 66Master of Public Health (M.P.H.) 37, 55, 66Master of Science in Clinical Investigation (M.S.C.I.) 38, 55, 66Master of Science in Medical Physics (M.S.M.P.) 37, 56, 66Master of Science (Speech-Language Pathology) (S.L.P.) 37, 54, 66M.D./J.D. 35M.D./M.A. in Medicine, Health, and Society 36M.D./MBA 36M.D./M.Div. 35M.D./M.Ed. 35M.D./M.P.H. 36M.D./M.S. in Biomedical Engineering 35M.D./M.S. in Biomedical Informatics 35M.D./M.S. in Computer Science 35M.D./M.T.S. 35M.D./Ph.D. 34M.D.E. 36, 55Medical Center Affairs Committee 7Medical Center North 14Medical Center Overview 13Medical College Admission Test 33Medical education 25

Medical education and administration courses 78Medical licensing examination 40Medical physics courses 105Medical Research Building III 14Medical Research Building IV 14Medical Research Building, Ann and Roscoe Robinson 14Medical Research Building, Frances Preston 14Medical scientist scholarship programs 35Medical Scientist Training Program (MSTP) 34Medical student duty hours 41Medical student performance evaluation 45Medicine courses 78Meharry medical students 39Meharry-Vanderbilt Alliance 16M.H.P.E. 38, 55, 66Microbiology and immunology courses 84Mission statement, School of Medicine 25M.L.I. 37, 55, 66Monroe Carell Jr. Children’s Hospital at Vanderbilt 13M.P.H. 37, 55, 66M.S.C.I. 38, 55, 66M.S.M.P. 37, 56, 66

Named and distinguished professors 121Neurology courses 84Nondiscrimination statement 2Non-medical studies 85

Obstetrics and gynecology courses 85Ophthalmology and visual sciences courses 86Orthopaedic surgery and rehabilitation courses 87Osteopathic students 39Otolaryngology courses 87

Parking and vehicle registration 20Pathology courses 89Pediatric medicine courses 89Pharmacology courses 92Phase-specific requirements 47, 50, 51Physical medicine and rehabilitation courses 92Physiology courses 93Police Department, Vanderbilt University 23Portfolio coaches 44Post-residency clinical fellowships 31Preston, Frances, Medical Research Building 14Preventive medicine courses 92Probation 47, 49, 53Professional doctoral degree in audiology 36, 54, 66Professional liability insurance 60Progress and promotion, medical student 45, 46, 47, 48, 49, 51, 53Project Safe 20Progress meetings 52Progress reviews 52Promotion, other degrees 56Psychiatric hospital 13Psychiatry courses 93Psychological and Counseling Center 20, 44Public health courses 106

Radiation oncology courses 95Radiology courses 94, 107Recreation and sports 24Recreation Center 24Recreation fee 60, 66Refunds of tuition 60, 67Registration for degrees other than M.D. 56Rehabilitation hospital 13Religious life 20Requirements for the M.D. 40, 45, 47, 49Research Development and Scholarship, Center for (CRDS) 15

School of Medicine / index

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Residency training 31Robinson, Ann and Roscoe, Medical Research Building 14

Sarratt Student Center 24Scholarships 61Schulman Center for Jewish Life 20Security alerts 24Security, campus (Police Department) 23Security reports 19, 24Selection factors, entrance 33Sexual harassment 27Single degree programs, other 36Speech-language pathology courses 103Sports and recreation 24Stallworth Rehabilitation Hospital 13Standards of behavior 27Standing committees, university 8Standing committees, School of Medicine 10Student actions 57Student government 18Student Health Center 21Student health insurance 21, 61Student health service fee 61, 67Student Life Center 24Student Professional Development, Center for 20Student records, confidentiality of 19, 22Student support programs 43Surgery courses 96Surgical Sciences, Section of 96Suspension 54

Teacher/learner compact 28Therapeutic radiology courses 105Transcripts 61, 66Transfer students 34Transplant Center 15Tuition and fees 60, 66

University, general information 16, 19United States Medical Licensing Examination 40

Vanderbilt Bill Wilkerson Center for Otolaryngology and Communication Sciences 15

Vanderbilt Center for Better Health 15Vanderbilt Child and Family Center 21Vanderbilt Children’s Hospital 13Vanderbilt Clinic, The 13Vanderbilt Dayani Center for Health and Wellness 15Vanderbilt Diabetes Center 14Vanderbilt directory listings 23Vanderbilt Health 100 Oaks 14Vanderbilt Health Williamson County 14Vanderbilt Heart and Vascular Institute 15Vanderbilt-Ingram Cancer Center 13Vanderbilt Kennedy Center for Research on Human Development 14Vanderbilt Psychiatric Hospital 13Vanderbilt Recreation and Wellness Center 24Vanderbilt Stallworth Rehabilitation Hospital 13Vanderbilt Transplant Center 15Vanderbilt University Hospital 13Vanderbilt University Police Department 23Vandy Vans 23Vehicle registration 20Verification fee 61, 67Veterans Administration Medical Center 16Visiting medical students 38

Wilkerson, Bill, Center for Otolaryngology and Communication Sciences 15Withdrawal from the School of Medicine 47Withdrawal from the university 57Women’s Center, Margaret Cuninggim 19

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Containing general informationand courses of studyfor the 2014/2015 sessioncorrected to August 2014Nashville

Vanderbilt University 2014/2015

School of MedicineCatalog

The university reserves the right, through its established procedures, to modify the requirements for admission and graduation and to change other rules, regulations, and provisions, including those stated in this catalog and other publications, and to refuse admission to any student, or to require the with-drawal of a student if it is determined to be in the interest of the student or the university. All students, full- or part-time, who are enrolled in Vanderbilt courses are subject to the same policies.

Policies concerning noncurricular matters and concerning withdrawal for medical or emotional reasons can be found in the Student Handbook, which is on the Vanderbilt website at vanderbilt.edu/student_handbook.

NONDISCRIMINATION STATEMENTIn compliance with federal law, including the provisions of Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendment of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA) of 1990, the ADA Amendments Act of 2008, Executive Order 11246, the Uniformed Services Employment and Reemployment Rights Act, as amended, and the Genetic Information Nondiscrimination Act of 2008, Vanderbilt University does not discriminate against individuals on the basis of their race, sex, religion, color, national or ethnic origin, age, disability, military service, or genetic information in its administration of educational policies, programs, or activities; admissions policies; scholarship and loan programs; athletic or other university-administered programs; or employment. In addition, the university does not discriminate against individuals on the basis of their sexual orientation, gender identity, or gender expression consistent with the university’s nondiscrimination policy. Inquiries or complaints should be directed to the Equal Opportunity, Affirmative Action, and Disability Services Department, Baker Building, PMB 401809, Nashville, TN 37240-1809. Tele-phone (615) 322-4705 (V/TDD); Fax (615) 343-4969.

This publication is recyclable. Please recycle it.

The text of this catalog is printed on recycled paper with ink made from renewable resources.

Produced by Vanderbilt University Creative Services

Copyright © 2014 Vanderbilt University

Printed in the United States of America

Contents

Calendar 4

Administration 5

Medical Center Overview 13

Life at Vanderbilt 18

Medical Education at Vanderbilt 25

Admission 33

Academic Program and Policies 40

Honors and Awards 58

Financial Information 60

Courses of Study 68

Faculty 109

Index 184

School of Medicine Calendar 2014/2015

FALL SEMESTER 2014

Classes begin for 3rd-year M.D. students / Monday 10 MarchClasses begin for 4th-year M.D. students / Monday 12 MayClasses continue for 2nd-year M.D. students / Tuesday 1 JulyOrientation/Registration for 1st-year M.D. students / Wednesday 16 July–Friday 18 JulyClasses begin for 1st-year M.D. students / Monday 21 JulyFall semester begins for medical master’s and other doctoral programs / Wednesday 20 AugustLabor Day—No M.D. class or clinical activities / Monday 1 SeptemberFall break for medical master’s and other doctoral programs / Thursday 16 October to Sunday 19 OctoberFall break for 1st-year medical students / Saturday 18 October to Tuesday 21 OctoberThanksgiving holiday for medical master’s and other doctoral programs / Saturday 22 November to Sunday 30 NovemberThanksgiving holiday for all M.D. students / Thursday 27 November to Sunday 30 NovemberFall semester ends for all medical master’s and other doctoral programs / Saturday 13 DecemberHoliday break for all medical master’s and other doctoral programs / Sunday 14 December to Sunday 4 January (2015)Fall semester ends for all M.D. students / Friday 19 DecemberHoliday break for all Medical School classes / Saturday 20 December to Sunday 4 January (2015)

SPRING SEMESTER 2015

Spring semester begins for all Medical School classes / Monday 5 JanuaryMartin Luther King Jr. Day—No class or clinical activities / Monday 19 JanuarySpring break for 2nd-year M.D. students / Saturday 28 February to Sunday 8 MarchSpring break for medical master’s and other doctoral programs / Saturday 28 February to Sunday 8 MarchSpring break for 1st-year M.D. students / Saturday 25 April to Sunday 3 MayInstruction ends for 4th-year M.D. students / Sunday 26 AprilSpring semester ends for medical master’s and other doctoral programs / Thursday 30 AprilCommencement / Friday 8 MayMemorial Day—No class or clinical activities / Monday 25 MaySummer break begins for 1st-year M.D. students / Saturday 25 July

SUMMER SESSION 2015

May term begins for Master of Education of the Deaf program / Monday 4 MayMay term ends for Master of Education of the Deaf program / Friday 29 MayFull summer term begins for medical master’s and other doctoral programs / Tuesday 2 JuneFull summer term ends for medical master’s and other doctoral programs / Friday 7 August

MARY BETH ADDERLEY E La Jolla, CA

MICHAEL L. AINSLIE E Palm Beach, FL

M. CHANDLER ANTHONY Ridgeland, MS

JOHN D. ARNOLD Houston, TX

WILLIAM W. BAIN, JR. E Naples, FL

LEE M. BASS Fort Worth, TX

DARRYL D. BERGER New Orleans, LA

CAMILLA DIETZ BERGERON E New York, NY

ADOLPHO A. BIRCH III West New York, NJ

DENNIS C. BOTTORFF E Nashville, TN

LEWIS M. BRANSCOMB E La Jolla, CA

SHIRLEY M. COLLADO Rutgers, NJ

THOMAS F. CONE E Nashville, TN

CECIL D. CONLEE E Atlanta, GA

DANIEL M. CROWN New York, NY

BROWNLEE O. CURREY, JR. E Nashville, TN

CLAIBORNE P. DEMING El Dorado, AR


BRUCE R. EVANS Boston, MA

FRANK A. GODCHAUX III E Houston, TX

JOHN R. HALL E Lexington, KY

L. HALL HARDAWAY, JR. E Nashville, TN

H. RODES HART E Brentwood, TN

JOANNE F. HAYES Gulf Stream, FL

DAVID W. HEAD Charlotte, NC

JOHN J. HINDLE London, England

JAY C. HOAG Atherton, CA


MARTHA R. INGRAM E Nashville, TN

CARROLL E. KIMBALL Nashville, TN

LESLIE C. LABRUTO Spring Lake, NJ

J. HICKS LANIER E Atlanta, GA

EDWARD A. MALLOY, C.S.C. E Notre Dame, IN

MARK P. MAYS San Antonio, TX

EDWARD G. NELSON E Nashville, TN

COURTNEY C. PASTRICK Bethesda, MD



JUDSON G. RANDOLPH, M.D. E Nashville, TN

KENNETH L. ROBERTS E Nashville, TN

JOE L. ROBY E New York, NY

JEFFREY J. ROTHSCHILD Los Altos, CA

SIDDANTH SAPRU Dallas, TX



RICHARD H. SINKFIELD Atlanta, GA

CAL TURNER E Franklin, TN


EUGENE H. VAUGHAN E Houston, TX

THOMAS B. WALKER, JR. E Dallas, TX

DUDLEY BROWN WHITE E Nashville, TN

W. RIDLEY WILLS II E Nashville, TN

J. LAWRENCE WILSON E Bonita Springs, FL



E Emerita/Emeritus Trustee

MARIBETH GERACIOTI, Associate Director, Board of Trust Office

Vanderbilt University Board of Trust

MARK F. DALTON, Chairman of the Board, Scarsdale, NY JACKSON W. MOORE, Vice Chairman, Memphis, TN JON WINKELRIED, Vice Chairman, Aledo, TX EDITH C. JOHNSON, Secretary, Nashville, TN NICHOLAS S. ZEPPOS, Chancellor of the University, Nashville, TN

Vanderbilt University AdministrationNICHOLAS S. ZEPPOS, J.D., ChancellorSUSAN R. WENTE, Ph.D., Provost and Vice Chancellor for Academic AffairsAUDREY J. ANDERSON, J.D., Vice Chancellor, General Counsel, and Secretary of the University JEFFREY R. BALSER, M.D., Ph.D., Vice Chancellor for Health Affairs and Dean of the School of MedicineBETH A. FORTUNE, M.A., Vice Chancellor for Public AffairsANDERS W. HALL, M.B.A., Vice Chancellor for Investments and Chief Investment Officer ERIC C. KOPSTAIN, M.B.A., Vice Chancellor for AdministrationJOHN M. LUTZ, A.B., Vice Chancellor for Information TechnologySUSIE S. STALCUP, B.B.A., C.F.P., Vice Chancellor for Development and Alumni RelationsBRETT SWEET, M.B.A., Vice Chancellor for Finance and Chief Financial OfficerDAVID WILLIAMS II, J.D., LL.M., M.B.A., Vice Chancellor for Athletics and University Affairs and Athletics Director

Academic Deans

JEFFREY R. BALSER, M.D., Ph.D., Vice Chancellor for Health Affairs and Dean of the School of MedicineMARK D. BANDAS, Ph.D., Associate Provost and Dean of StudentsCAMILLA PERSSON BENBOW, Ed.D., Dean of Peabody CollegeDOUGLAS L. CHRISTIANSEN, Ph.D., Vice Provost for Enrollment Management and Dean of AdmissionsJOSEPH D. COMBS, M.A., Interim Dean of LibrariesPHILIPPE M. FAUCHET, Ph.D., Dean of the School of EngineeringCHRIS GUTHRIE, J.D., Dean of the Law SchoolDENNIS G. HALL, Ph.D., Vice Provost for Research and Dean of the Graduate SchoolM. ERIC JOHNSON, Ph.D., Dean of Owen Graduate School of ManagementLINDA D. NORMAN, D.S.N., Dean of the School of NursingJOHN M. SLOOP, Ph.D., Interim Dean of the College of Arts and ScienceEMILIE M. TOWNES, Ph.D., Dean of the Divinity SchoolMARK WAIT, D.M.A., Dean of Blair School of MusicFRANCIS W. WCISLO, Ph.D., Dean of The Ingram Commons

EDITH C. JOHNSON, Chair Nashville, TN

RICHARD B. JOHNSTON, JR., M.D., Vice Chair Aurora, CO

MARK F. DALTON Scarsdale, NY



JACKSON W. MOORE Memphis, TN





JEFFREY R. ROTHSCHILD Los Altos, CA




JON WINKELRIED Aledo, TX

NICHOLAS S. ZEPPOS Nashville, TN

Vanderbilt University Board of Trust Medical Center Affairs Committee


JEFFREY R. BALSER, M.D., Ph.D., Vice Chancellor for Health Affairs; Dean, School of Medicine

LINDA D. NORMAN, D.S.N., R.N., Dean, School of NursingC. WRIGHT PINSON, M.B.A., M.D., Deputy Vice Chancellor for Health

Affairs; Chief Executive Officer, Vanderbilt Health SystemJOHN F. MANNING, JR., M.B.A., Ph.D., Associate Vice Chancellor

for Health Affairs; Chief Administrative Officer, Vanderbilt University Medical Center

GORDON R. BERNARD, M.D., Associate Vice Chancellor for Clinical and Translational Research

ROBERT S. DITTUS, M.D., M.P.H., Associate Vice Chancellor for Public Health and Health Care

LAWRENCE J. MARNETT, Ph.D., Associate Vice Chancellor for Research; Senior Associate Dean for Biomedical Sciences

BONNIE M. MILLER, M.D., Associate Vice Chancellor for Health Affairs; Senior Associate Dean for Health Sciences Education

DAVID S. RAIFORD, M.D., Associate Vice Chancellor for Health Affairs; Senior Associate Dean for Faculty Affairs; Chief of Staff, Vanderbilt Health System

WILLIAM W. STEAD, M.D., Associate Vice Chancellor for Health Affairs; Chief Strategy and Information Officer

JILL D. AUSTIN, M.B.A., Assistant Vice Chancellor for Strategic Marketing; Chief Marketing Officer

C. LUKE GREGORY, F.A.C.H.E., Assistant Vice Chancellor for Health Affairs; Senior Vice President, Business Development; Chief Executive Officer, Monroe Carell Jr. Children's Hospital at Vanderbilt

JOHN C. HOWSER, B.A., Assistant Vice Chancellor for Medical Center News and Communications

KENNETH J. HOLROYD, M.D., M.B.A., Assistant Vice Chancellor for Research

JULIE K. HUDSON, M.D., Assistant Vice Chancellor for Health Affairs, Medical Center Relations

NANCY J. LORENZI, Ph.D., Assistant Vice Chancellor for Informatics Center

BLACKFORD MIDDLETON, M.D., M.P.H., M.Sc., Assistant Vice Chancellor for Health Affairs; Chief Informatics Officer

DAN M. RODEN, M.D., C.M., Assistant Vice Chancellor for Personalized Medicine

CINDY SEAY, B.S., Assistant Vice Chancellor for Development and Alumni Relations

PAUL J. STERNBERG, M.D., Assistant Vice Chancellor for Adult Health Affairs

JEANNE M. WALLACE, D.V.M., Assistant Vice Chancellor for Research; University Veterinarian

MARILYN A. DUBREE, M.S.N., R.N., Executive Chief Nursing OfficerDAVID R. POSCH, M.S., Chief Executive Officer, Vanderbilt University

Hospitals and ClinicsSUSAN HEATH, M.S., Chief Executive Officer/Administrator, Vanderbilt

Stallworth Rehabilitation HospitalLAURA BETH BROWN, M.S.N., R.N., President, Vanderbilt Health ServicesCONSUELO S. WILKINS, M.D., M.S.C.I., Executive Director, Meharry/

Vanderbilt AllianceLEE C. PARMLEY, M.D., J.D., Chief of Staff, Vanderbilt University HospitalCHRISTINA D. WEST, B.S., Assistant Vice Chancellor for Federal RelationsALEXANDER CURRIE, B.S., Associate Director for Federal RelationsROBERT K. BROWNING, B.S., Assistant Vice Chancellor for Facilities

and ConstructionSHERI HAUN, M.B.A., Associate Vice President for Managed Care

Contracting BARBARA CARTER, Executive Assistant, Office of the Vice Chancellor

and DeanROBYN COSBY, Executive Assistant, Office of the Vice Chancellor and

Dean

University CommitteesChemical SafetyThe Chemical Safety Committee considers policies and procedures per-taining to the safe handling, transport and use of chemicals and recom-mends adoption of new or revised policies for the Vanderbilt University Medical Center (VUMC) and Vanderbilt University Campus (VUC) admin-istration through Vanderbilt Environmental Health & Safety (VEHS). It monitors and interprets regulations and/or guidelines of the Environmental Protection Agency (USEPA), the Occupational Safety and Health Adminis-tration (OSHA), National Institutes of Occupational Safety Health (NIOSH) and others pertaining to hazardous chemicals and provides technical as-sistance to Vanderbilt Environmental Health and Safety (VEHS) on these matters. The committee reviews proposed or enacted legislation concern-ing chemical safety impacting the VUMC and VUC community and in-forms Departments, Schools and Colleges of legislation, including poten-tial implications and business impact. It assists VUMC and VUC Colleges, Schools and Departments with their internal chemical safety committees and/or programs, in conjunction with Vanderbilt Environmental Health and Safety (VEHS).

Faculty Members: Fred Guengerich (Chair). Michael Aschner, Scott Guelcher, Tony Hmelo, Adam List, Prasad Polavarapu, Bridget Rogers, George Sweeney. Administrative and Ex Officio: Michelle Armstrong, Maralie Exton, Andrea George, Robert Hayes, Charles Nicholas, Donna DePasquale, Ruth Nagareda, Jim Slater, Lori Rolando, Kevin Warren, Bob Wheaton.

Institutional Review Board for Human Research Protections The Institutional Review Board is composed of three Biomedical/Health Sciences Committees, one Behavioral/Social Science Committee, and an administrative support staff. It is the IRB’s responsibility to exercise appro-priate administrative oversight to assure that Vanderbilt University’s poli-cies and procedures designed for the protection of the rights, safety, and welfare of human participants are effectively applied in compliance with its Federalwide Assurance. The Boards review all research proposals involv-ing human subjects for scholarly and scientific merit, risk-potential benefit profile, and legally effective informed consent. Approval of the Board is required prior to the commencement of any human research activities.

Behavioral/Social Sciences CommitteeDavid Schlundt, Ph.D. (Chair). Karen Blankenship, Ph.D. (Vice Chair).

Juanita Buford, Ed.D., Benjamin W. Hornsby, Ph.D., Taneya Koonce, M.S.L.S., M.P.H., Wayne Meadows, B.S., Lorraine C. Mion, Ph.D., R.N., Megan M. Saylor, Ph.D., Patricia Totty, M.A., Velma Murry, Ph.D.

Health Sciences Committee, #1G. Kyle Rybczyk, R.N.C., F.N.P. (Chair). Saralyn Williams, M.D. (Vice Chair).

Robert Anderson, D.N.P., Jennifer Domm, M.D., Dana Cardin, M.D., M.S.C.I., Richard Epstein, Ph.D., William Hillis, Shelia V. Kusnoor, Ph.D., Neeraja Peterson, M.D., Casey Stupka.

Health Sciences Committee, #2Timothy D. Girard, M.D., M.S.C.I. (Chair). Jamie Dwyer, M.D. (Vice Chair).

Tom Barbera, Steven L. Goudy, M.D., Brenton Harris, B.B.A., James C. Jackson, Psy.D., Lani A. Kajihara-Liehr, M.S.N., F.N.P., Geraldine Miller, M.D., Sanjay Mohan, M.D., Harvey J. Murff, M.D., M.P.H.

Medical Center Administration

9School of Medicine / Medical Center administration

Health Sciences Committee, #3James A. S. Muldowney, M.D. (Chair). Kay Washington, M.D., Ph.D.

(Vice Chair). Kristin Archer, Ph.D., Justin Cates, M.D., Mistey Cook, B.S., Mike Cull, Ph.D., Candace Floyd, Thomas M. Morgan, M.D., Olalekan Oluwole, M.D., Jason Slagel, Ph.D.

Human Subjects Radiation Committee/Radioactive Drug Research CommitteeRonald Price, Ph.D. (Chair). Dominique Delbeke, M.D., Ph.D. (Vice

Chair). Jeffrey Clanton, M.S., B.C.N.P., James Patton, Ph.D., Eric T. Shinohara, M.D., Gary Smith, M.D.

Medical Center Tenure Review CommitteeThe Medical Center Tenure Review Committee reports to the Vice Chan-cellor for Health Affairs. Its membership is made up of representatives from the School of Medicine and the School of Nursing, and the Dean for Graduate Studies and Research. The committee is responsible for review of all tenure in the Medical Center.

James Pichert (Chair). Anne Marie Tharpe, Mark R. Denison, Sheila H. Ridner, Ann Minnick, Sean Donahue, Nancy Lorenzi, Elizabeth Weiner.

Vanderbilt University Institutional Animal Care and Use Committee (IACUC)The VU Institutional Animal Care and Use Committee (IACUC) is respon-sible for ensuring that all animals in experimental research and teaching, under the jurisdiction of Vanderbilt University and the Veterans Adminis-tration Tennessee Valley Healthcare System (VA), are used appropriately and in accordance with the highest standards of humane care, and that research involving animals is conducted in an ethical manner.

The IACUC oversees the institutions’ animal care and use program, fa-cilities and procedures, as mandated by the Animal Welfare Act and the Public Health Service Policy.

Committee members include: Ronald Emeson, Chair. Eric Delpire, Vice Chair. Jeanne Wallace, Attending Veterinarian. Cindy Aslan, Francisco Javier Cisneros, Jeffrey Davidson, Troy Hackett, Simon Hayward, Kristina Hill, Douglas Kernodle, Valentina Kon, Yasin Kokoye, Beth Ann McLaughlin, Ronald Perry, David Piston, Ambra Pozzi, Chad Quarles, Charlotte Sanders, Bill Valentine, Dwyan Young, Fiona Yull.

Alternate members include: Erica Armstrong, Owen McGuinness, Anna Roe, Erin Yu.

Non-voting, ex-officio members include Karen Jackson, Ruth Nagareda, Charmaine O’Brien, Marisa Scott, Sherry Spray, Robin Trundy, Mike Walsh.

VA Academic Partnership Council for the Department of Veterans Affairs, TennesseeThe VA Academic Partnership Council is the fundamental administrative unit for policy development and evaluation of educational and research programs at the affiliated Department of Veterans Affairs, Tennessee Valley Healthcare System (TVHS). It is composed of senior faculty members of the School of Medicine and others who are associated with TVHS. Vanderbilt members are appointed by the Health System Director of TVHS on nomina-tion by the Vice Chancellor for Health Affairs.

Committee Voting Members:David Raiford, M.D., Co-Chairperson; Roger Jones, M.D., Co-

Chairperson, Charles Mouton, M.D., Co-Chairperson. Marquetta Faulkner, M.D., R. Daniel Beauchamp, M.D., Leon Dent, M.D., Brian Christman, M.D., Janice Cobb, R.N., M.A., Rahn Bailey, M.D., Juan A. Morales, R.N., M.S.N., Stephan H. W. Heckers, M.D., Suzanne Jené, MBA, VHA-CM, Donald Brady, M.D., William Nylander, M.D., Don Rubin, M.D., Sam R. Sells, M.D., Duane Smoot, M.D., Nancy Brown, M.D., James Staiger, M.D., David Baker, M.D.

Non-Voting Members:Paul Crews, Bonnie Miller, M.D., Janet Rainey Smith


JEFFREY R. BALSER, M.D., Ph.D., Vice Chancellor for Health Affairs and Dean, School of Medicine

GORDON R. BERNARD, M.D., Senior Associate Dean for Clinical SciencesG. ROGER CHALKLEY, D.Phil., Senior Associate Dean for Biomedical

Research, Education, and TrainingROBERT S. DITTUS, M.D., M.P.H., Senior Associate Dean for Population

Health SciencesJOHN F. MANNING, JR., Ph.D., Senior Associate Dean for Operations

and AdministrationLAWRENCE J. MARNETT, Ph.D., Associate Vice Chancellor for

Research; Senior Associate Dean for Biomedical SciencesBONNIE M. MILLER, M.D., Associate Vice Chancellor for Health Affairs;

Senior Associate Dean for Health Sciences EducationC. WRIGHT PINSON, M.D., Senior Associate Dean for Clinical AffairsDAVID S. RAIFORD, M.D., Senior Associate Dean for Faculty Affairs DONALD W. BRADY, M.D., Senior Associate Dean for Graduate Medical

Education and Continuing Professional DevelopmentANDRÉ L. CHURCHWELL, M.D., Senior Associate Dean for Diversity

AffairsTINA V. HARTERT, M.D., M.P.H., Associate Dean for Physician-

Researcher TrainingKATHLEEN GOULD, Ph.D., Associate Dean for Biomedical Sciences and

Director, Office of Graduate Student Support KATHERINE E. HARTMANN, M.D., Associate Dean for Clinical and

Translational Scientist DevelopmentGERALD B. HICKSON, M.D., Associate Dean for Faculty Affairs KIMBERLY D. LOMIS, M.D., Associate Dean for Undergraduate Medical

EducationANN H. PRICE, M.D., Associate Dean for Alumni AffairsSCOTT M. RODGERS, M.D., Associate Dean for Medical Student Affairs PAUL J. STERNBERG, M.D., Associate Dean for Adult Clinical AffairsJOHN A. ZIC, M.D., Associate Dean for AdmissionsJOEY BARNETT, Ph.D., Assistant Dean and Director, Office for Medical

Student Research JOHN S. PENN, Ph.D., Assistant Dean for Faculty DevelopmentCATHLEEN C. PETTEPHER, Ph.D., Assistant Dean for Medical Student

AffairsANDERSON W. SPICKARD III, Assistant Dean for Educational

Informatics and TechnologyLYNN E. WEBB, Ph.D., Assistant Dean for Faculty DevelopmentCATHRYN J. ROLFE, J.D., Chief Business Officer, Office of Health

Sciences EducationPATRICIA CRAFT, Administrative Director, Office of Graduate Medical

Education DONNA E. ROSENSTIEL, L.C.S.W., Administrative Director, Office of

Health Sciences Education DONALD E. MOORE, JR., Ph.D., Educational Director, Office of

Continuing Professional DevelopmentWILLIAM D. PREBLE, Executive Director of Enrollment Management ARNA BANERJEE, M.D., Director, Center for Experiential Learning and

AssessmentCRAIG R. CARMICHEL, M.S., C.P.A., Director, Finance, Academic, and

Research EnterpriseTERENCE S. DERMODY, M.D., Director, Medical Scientist Training ProgramJOSEPH M. GOFF, Director, Multimedia SupportREGINA G. RUSSELL, M.Ed., Director, Office of Undergraduate Medical

EducationSONJA VIENTOS, Director, Student RecordsSHERRY STUART, Assistant Director, Student Financial ServicesMICHELLE GRUNDY, Ph.D., Assistant Director, Medical Scientist

Training ProgramBARBARA CARTER, Executive Assistant, Office of the Vice Chancellor

and DeanROBYN COSBY, Chief of Staff, Office of the Vice Chancellor and Dean

Executive FacultyJeffrey R. Balser, Chair. Joey Barnett, Dan Beauchamp, Gordon Bernard,

Donald W. Brady, Nancy J. Brown, Melinda Buntin, Richard Caprioli, Roger Chalkley, Walter J. Chazin, Andre Churchwell, Roger Cone, Jeff Conn, James Crowe, Robert Dittus, Marilyn Dubree, Elisabeth Dykens, Roland D. Eavey, Walter Frontera, John C. Gore, Kathy Gould, Frank E. Harrell, Kathie Hartmann, Stephan H. W. Heckers, Gerald Hickson, Julie K. Hudson, Kevin B. Johnson, Howard W. Jones, Seth Karp, Kim Lomis, Ian Macara, Robert Macdonald, Mark Magnuson, Arnold Malcolm, John Manning, Lawrence J. Marnett, Keith G. Meador, Bonnie M. Miller, Cecelia Moore, Harold L. Moses, Linda Norman, Reed Omary, Jennifer Pietenpol, Wright Pinson, Dave Piston, Al Powers , Ann Price, David Raiford, David Robertson, Dan Roden, Scott Rodgers, Margaret Rush, Warren Ston Sandberg, Samuel A. Santoro, Herbert S. Schwartz, Yu Shyr, Corey Slovis, Bill Stead, Paul J. Sternberg, Anne M. Tharpe, Sten H. Vermund, Jeanne Wallace, Mark Wallace, Steve Webber, Matthew B. Weinger, Consuelo Wilkins, John York, Wei Zheng, Mary Zutter.

Standing Committees(The dean is an ex officio member of all standing and special committees.)

AdmissionsThe Admissions Committee has the responsibility of reviewing medical school applications for admission and making recommendations to the dean for the admission of those students who are considered best qualified.

Vanderbilt Institute for Clinical and Translational Research (VICTR) Scientific Review CommitteeThe VICTR Scientific Review Committee meets regularly to act upon research proposals requesting support for the use of the VICTR resources including the Clinical Research Center, Health Services Research, Biomedical Informatics, Biomedical Statistics, Research Cores, and Research Support Services.

Talat (Alp) Ikizler, Co-chair; Alan Storrow, Co-chair. Shari Barkin, David Charles, David Haas, Robert Levine, Lorraine Mion, Deborah Murdock, Harvey Murff, Bogdan Nowicki, Josh Peterson, Satish Raj. Ex officio: Gordon R. Bernard, Italo Biaggioni, Frank E. Harrell, David Robertson.

Faculty Appointments and Promotions Committee (FAPC)

Clinical Practice Appointment and Promotion Committee (CPAPC)These committees, appointed by the dean, are responsible for consider-ation of faculty promotions in the School of Medicine and for examination of credentials of candidates for appointment to faculty positions.

FAPC: M. Kay Washington, Chair. William O. Cooper, Peter F. Guengerich, Cathleen C. Pettepher, Carmen C. Solorzano, Marie Griffin, Reed A. Omary, Richard M. Peek, Jr., William P. Tansey, P Anthony Weil. Ex officio: John S. Penn, David S. Raiford.

CPAPC: Neal R. Patel, Chair. John G. Huff, Michael N. Neuss, John S. Penn, William Marshall Petrie, David S. Raiford.

IGP/QCB Steering CommitteeThe Steering Committee for the Interdisciplinary Graduate Program and the Quantitative and Chemical Biology Program is composed of the di-rectors of graduate studies for the thirteen participating departments and

School of Medicine Administration

11School of Medicine / school of Medicine administration

programs. Topics discussed include student recruitment, training goals for graduates, and curriculum development and assessment.

Lawrence J. Marnett, Chair. Christopher Aiken, G. Roger Chalkley, Jin Chen, David Cortez, Bruce Damon, Katherine Friedman, Kathy Gould, Vsevolod Gurevich, Alyssa Hasty, Shane Hutson, Jay Jerome, Doug-las McMahon, James G. Patton, David Piston, Carmelo Rizzo, David Samuels, Matthew Tyska, Julia Velkovska, P. Anthony Weil.

Interdisciplinary Graduate Program Executive CommitteeThe Interdisciplinary Graduate Program Executive Committee is con-cerned with graduate student affairs and graduate programs in the Medi-cal Center. It is responsible for admitting students to the Interdisciplinary Graduate Program in the Biomedical Sciences; for recommending can-didates for fellowships and other funds available for the program; and for reviewing activities and progress of the students in the program and recom-mending students to the Departments of Biochemistry, Biological Sciences, Cancer Biology, Cell and Developmental Biology, Molecular Physiology and Biophysics, Neuroscience, Pathology, Microbiology and Immunology, and Pharmacology and to the graduate programs in Chemical and Physical Biol-ogy, Human Genetics, and Neuroscience for the completion of the Ph.D.

James G. Patton, Chair. Seth Bordenstein, Kevin Currie, Barbara Fingleton, Christine Konradi, Sebastian Joyce, Ethan Lee, Richard M. O’Brien, Charles Sanders, Kevin Schey, and Bill Valentine. Ex officio: G. Roger Chalkley, Michelle Grundy.

Global Health Education CommitteeThe Global Health Education Committee (GHEC) supports the vision of the Vanderbilt University Medical Center to provide an array of global health edu-cational, research, and service opportunities for the VUMC community while simultaneously enhancing the capacity of our partners in a collaborative effort to address global health challenges.

Donald Brady, Quentin Eichbaum, Natasha Halasa, Doug Heimburger, Marie Martin, Bonnie Miller, Melinda New, and Cathryn Rolfe.

Medical Center Conflict of Interest CommitteeThe Conflict of Interest Committee is appointed by and advisory to the Dean of the School of Medicine. It is charged to review individual faculty circumstances where a possible conflict of interest or commitment might exist. The committee makes recommendations to the department chairs and the dean concerning their review.

David W. Raiford, Chair. Alan Bentley, Italo Biaggioni, Richard Caprioli, Fred Goad, Tina Hartert, Elizabeth Heitman, Rebecca Keck, Leona Marx, Donald Rubin, Michael Stabin, David Wasserman, Alastair Wood. Ex officio: Alan Bentley, Kenneth Holroyd.

Medical Scientist Training Program Faculty Advisory CommitteeThe MSTP Faculty Advisory Committee (FAC) is appointed annually by the dean to assist in the admissions process and provide program oversight and strategic planning. Each applicant for the MSTP is interviewed individu-ally by several members of the FAC, which serves as the School of Medicine Admissions Committee for the MSTP. The FAC includes several institutional leaders and senior scientists with responsibility for M.D. and Ph.D. training.

Terence S. Dermody, Director. Danny Winder, Associate Director. James L. Bills, Michelle M. Grundy, Assistant Directors. R. Daniel Beauchamp, Bruce D. Carter, Dana Crawford, Kevin Ess, Cynthia Gadd, James R. Goldenring, Katherine Hartmann, Duco Jansen, Laura A. Lee, Kevin G. Niswender, Dan M. Roden, Michelle Southard-Smith, Larry Swift, Mark Wallace, Alissa M. Weaver, Sally York, Roy Zent. Student Members: Mary Ellen Koran, Megan Culler Freeman, Blair Stocks. Ex officio: Jeffrey R. Balser, G. Roger Chalkley, André Churchwell, Fatima Lima, Kim Lomis, Lawrence J. Marnett, Bonnie M. Miller, Scott M. Rodgers, John A. Zic.

Medical Scientist Training Program Senior Oversight CommitteeThe MSTP Senior Oversight Committee provides guidance about all as-pects of the program. This committee meets once or twice each year and is focused on strategic planning and program oversight.

Terence S. Dermody, Director. Danny Winder, Associate Director. James L. Bills, Michelle M. Grundy, Assistant Directors. G. Roger Chalkley, Chair. Kimberly D. Lomis, Lawrence J. Marnett, Bonnie M. Miller, David Robertson, Scott M. Rodgers.

Student Promotions CommitteesEach promotions committee will have the responsibility for making recom-mendations to the dean and the executive faculty concerning promotion, remedial action, or dismissal as appropriate for each student in the class for which it is responsible.

Class of 2015Natasha B. Halasa, Chair, Geoffrey M. Fleming, William M. Gregg, Arnold W.

Malcolm, Kevin D. Niswender. Ex officio: André L. Churchwell, Kimberly D. Lomis, Bonnie M. Miller, Scott M. Rodgers.

Class of 2016Bonnie S. Slovis, Chair, Robert H. Carnahan, Celeste O. Hemingway,

Kevin B. Johnson, Barron L. Patterson. Ex Officio: André L. Churchwell, Kimberly D. Lomis, Bonnie M. Miller, Scott M. Rodgers.

Class of 2017Roy Zent, Chair. Kecia Carroll, Nipun Merchant, James S. Powers,

Shannon B. Snyder. Ex officio: André Churchwell, Kimberly D. Lomis, Bonnie M. Miller, Scott M. Rodgers.

Class of 2018Margaret M. Benningfield, Chair. Henry (Hank) S. Jennings, Lisa A.

Mendes, Henry (Earl) Ruley, Steven A. Webber. Ex officio: André L. Churchwell, Kimberly D. Lomis, Bonnie M. Miller, Scott M. Rodgers.

Undergraduate Medical Education CommitteeThe Undergraduate Medical Education Executive Committee (UMEC) is com-posed of members of the School of Medicine leadership appointed by the dean to include key faculty leaders from multiple departments and led by a faculty chair of the committee, also appointed by the dean. (Details of com-mittee membership are outlined in the UMEC charter.)

Ex officio members include the senior associate dean for health sciences edu-cation, the associate dean for undergraduate medical education, the associ-ate and assistant deans for medical student affairs, the associate dean for diversity, and the director of program evaluation. There is also student repre-sentation on this committee.

UMEC is advisory to the dean, and, along with the dean, it holds authority for central oversight of the UME curriculum. UMEC meets monthly. Meetings are devoted to course approval /evaluation, program evaluation, thread evalua-tion, and/or educational policy. The agenda is determined jointly by the faculty chair of the committee and the associate dean for UME. The committee has the option of convening additional meetings as needed.

Because membership of this committee will not be finalized until late August, names are not available for inclusion in this catalog. The names of UMEC members for the current academic year may be found on the School of Medi-cine website (www.medschool.vanderbilt.edu).

Phase TeamsPhase Teams consist of the course directors and major teachers responsi-ble for implementation of the curriculum for each of the phases in medical school, as well as representatives of the Student Curriculum Committee


and staff members working with the curriculum. The associate dean for undergraduate medical education and the Undergraduate Medical Educa-tion Executive Committee faculty chair coordinate the work of the Phase Teams to support the curricular quality improvement process.

Foundations of Medical Knowledge Team: Neil Osheroff, Chair. All block and longitudinal course directors serve on this committee. Ex officio: Kimberly D. Lomis, Bonnie M. Miller, Scott M. Rodgers, Donna Rosenstiel, Sonja Vientos.

Foundations of Clinical Care Team: Amy E. Fleming, Chair. All clerkship directors and longitudinal course directors serve on this committee. Ex officio: Kimberly D. Lomis, Bonnie M. Miller, Scott M. Rodgers, Donna Rosenstiel, Sonja Vientos.

Immersions Team: Lourdes Estrada, William Cutrer, Co-Chairs. Members of the Immersions Phase Working Group and Advisory Team, along with Immersion course directors, serve on this committee. Ex officio: Kimberly D. Lomis, Bonnie M. Miller, Scott M. Rodgers, Donna Rosenstiel, Sonja Vientos.

13

VANDERBILT University Medical Center (VUMC) pursues a three-fold mission: the education of health professionals, research in medical sciences, and patient

care. This mission is carried out in five primary units: the School of Medicine, the School of Nursing, The Vanderbilt Clinic, Vanderbilt University Hospital, and the Monroe Carell Jr. Children’s Hospital at Vanderbilt, all places where patients receive exemplary care from physicians and nurses who are creative teachers and scholars.

Members of the faculty participate directly in patient care. Their practice encourages the free flow of ideas among the School of Medicine, the School of Nursing, and the clinical units, facilitating joint research activities. As a result, VUMC can undertake significant, innovative programs that set the standards for health care in the region.

Outstanding patient care and technological innovation have established Vanderbilt’s reputation as a leading referral center in the Southeast. Physicians from other states and nations send patients to Vanderbilt whose needs demand interdisciplinary skills and expert knowledge. Consequently, students in the Medical Center encounter a wider range of diseases than they would be likely to see in many years of private practice.

VUMC has combined programs of study with a number of other schools including divinity, business, engineering, and law, which enables interdisciplinary programs in philosophy, religion, and the social sciences.

Through medical education and excellence in patient care, VUMC strives to improve health for each person it serves. Through innovation and discovery in research, it strives to advance health care worldwide.

Facilities

Vanderbilt University HospitalVanderbilt University Hospital opened in 1980, with the major addition of the Critical Care Tower in 2009. The hospital is dynamic, growing, and dedicated to meeting the most critical and complex needs of our region, continuing Vanderbilt’s more than century-old tradition of offering the best in patient care.

Many patients seen in the hospitals are from states other than Tennessee, with the majority coming from Kentucky, Alabama, and Mississippi.

Adjacent and attached to VUH is Medical Center East, primarily an outpatient services building, but also housing some operating rooms, patient rooms for Labor and Delivery, the Vanderbilt Bill Wilkerson Center and the Vanderbilt Orthopaedics Institute.

The Monroe Carell Jr. Children’s Hospital at VanderbiltThe Monroe Carell Jr. Children’s Hospital at Vanderbilt opened as a stand-alone facility in 2003, and is a place of hope and heal-ing for pediatric patients and their families. Recognized as one of the premier children’s hospitals in the nation by U.S. News and World Report for several years running, Children’s Hospital cares for the sickest patients in the region and beyond.

Children’s Hospital is the most comprehensive pediatric facility in the state, providing services including neurosurgery,

cancer treatment, trauma care, transplant, and much more. Children’s Hospital operates the region’s only Level I pediatric trauma unit and a neonatal intensive care unit with the highest designated level of care.

The facility is filled with state-of-the-art equipment and information systems to provide the best treatment for patients. It offers a variety of family accommodations to help fulfill its mission of patient-and family-centered care. In addition, Children’s Hospital is a top-level teaching and research facility. No child is denied care on the basis of limited ability to pay

Vanderbilt Psychiatric HospitalVanderbilt Psychiatric Hospital, which opened in 1985, pro-vides provides inpatient and partial hospitalization services to children, adolescents, and adults with psychiatric and substance abuse problems. Services include 24-hour crisis assessment and a year-round accredited school for children and adolescents.

vanderbilthealth.com/psychiatrichospital

The Vanderbilt ClinicThe Vanderbilt Clinic (TVC), a comprehensive outpatient facility, opened in 1988 and houses more than 100 medical specialty practice areas, the clinical laboratories, a center for comprehensive cancer treatment, and a day surgery center.

Vanderbilt Stallworth Rehabilitation HospitalVanderbilt Stallworth provides comprehensive inpatient and outpatient rehabilitation services for adult and pediatric patients with neurological, orthopaedic, and other injuries, as well as chronic conditions and disabilities. The hospital specializes in treating stroke, brain, and spinal cord injury; multiple traumas; amputees; hip fracture; and other diagno-ses. Stallworth is a designated Stroke Center of Excellence and repeatedly exceeds the national benchmarks for patient satisfaction and functional outcomes. It is also home to the Vanderbilt Center for Multiple Sclerosis. This hospital is a joint venture with HealthSouth Corporation.

vanderbiltstallworthrehab.com

Vanderbilt-Ingram Cancer CenterVanderbilt-Ingram Cancer Center (VICC) is Tennessee’s only National Cancer Institute (NCI)-designated Comprehen-sive Cancer Center providing treatment for both adult and pediatric cancer patients. It is also a member of the National Comprehensive Cancer Network, a nonprofit alliance of twenty-three of the world’s elite cancer centers collaborating to improve cancer care for patients everywhere. The center unites physicians and scientists in research programs in key areas. VICC is ranked in the top 10 in competitively-awarded NCI grant support.

VICC is one of the few centers in the country with a comprehensive program for cancer survivors regardless of age, type of cancer, or where they received their oncology treat-ment.The center’s clinical trials program includes robust work in Phase I drug development and designation by the NCI for Phase I and Phase II clinical trials.

Medical Center Overview


The center also boasts several donor-supported research initiatives, including the Frances Williams Preston Labora-tories established by the T. J. Martell Foundation, the A. B. Hancock Jr. Memorial Laboratory for Cancer Research, the Jim Ayers Institute for Precancer Detection and Diagnosis, and the Robert J. Kleberg, Jr., and Helen C. Kleberg Center for Personalized Cancer Medicine.

vicc.org

Vanderbilt Kennedy Center for Research on Human DevelopmentThe Vanderbilt Kennedy Center strives to improve life for people with disorders of thinking, learning, perception, communication, mood, and emotion caused by disruption of typical development. Its core values include the pursuit of sci-entific knowledge with creativity and purpose; the education of scientists, practitioners, families, and community leaders; the facilitation of discovery by Kennedy Center scientists; and the translation of knowledge into practice. The center is one of fourteen National Institutes of Health research centers on mental retardation and other developmental disabilities. It has also been named a University Center for Excellence on Developmental Disabilities Education, Research, and Service by the federal Administration on Developmental Disabilities. The center is an interdisciplinary research, training, diagnos-tic, and treatment institute, embracing faculty and resources available through Vanderbilt University Medical Center, the College of Arts and Science, and Peabody College.

kc.vanderbilt.edu

Vanderbilt Diabetes CenterThe Vanderbilt Diabetes Center provides a comprehensive approach to diabetes for patients of all ages that includes all aspects of health related to diabetes. It also offers programs to equip the next generation of caregivers and scholars. Other programs support the diabetes-related research of VUMC faculty members.

vanderbilthealth.com/diabetes

Rudolph A. Light HallLight Hall provides classroom and laboratory space for students in the School of Medicine. It houses the Department of Biochemistry, the Department of Molecular Physics and Biophysics, and the Howard Hughes Medical Institute.

Ann and Roscoe Robinson Medical Research BuildingLaboratories and academic space for pharmacology, biochem-istry, and molecular physiology and biophysics are housed in the Ann and Roscoe Robinson Medical Research Building. The eight-story building is also home to the A. B. Hancock Jr. Memorial Laboratory for Cancer Research.

Frances Preston Medical Research BuildingThis building is named in honor of the late Frances Williams Preston, President and CEO of Broadcast Music, Incorporated. This building consolidates the Vanderbilt-Ingram Cancer Center's programs into one primary location on the VUMC campus.

Medical Research Building IIIThe MRB III building houses research laboratories, teaching laboratories, research support areas, offices, conference rooms, classrooms, and a greenhouse for research and teaching. It is a joint undertaking of the College of Arts and Science and VUMC.

Medical Research Building IVMRB IV houses a significant amount of wet lab space and sup-ports continued growth in VUMC research programs.

Medical Center NorthThe Newman Clinical Research Center, an inpatient ortho-paedic unit, and a general-care unit are inside Medical Center North. The complex also houses laboratories and administra-tive support services for VUMC.

Faculty and administrative offices and research space for medical school departments are in Medical Center North. The original portions of the building were completed in 1925. Since that time a number of connecting wings and buildings have been added.

Vanderbilt Health One Hundred OaksThis 400,000-square-foot doctors' office suite opened for patient care in 2008 and is designed for easy access off the interstate highway system, abundant surface parking, auto-mated check-in, and integrated services, labs, and radiology. It houses numerous specialty clinics, primary care services, and advanced imaging facilities.

vanderbilthealth.com/100oaks

Vanderbilt Health Williamson CountyVanderbilt Health Williamson County offers more than 100 physicians in practices ranging from primary care to sports medicine, GI, cancer care, imaging, and pediatrics.

vanderbilthealth.com/williamson

Mary Ragland Godchaux HallBuilt in 1925, Mary Ragland Godchaux Hall is located between the Jean and Alexander Heard Library and MRB III of the Vanderbilt University Hospital. Faculty and administrative offices and research space for the Nursing School are located within this building. In 2006, Godchaux Hall completed a two-year renovation to update the building infrastructure.

Godchaux Hall contains a state-of-the-art IP-based video-conferencing classroom, two research interview rooms with video and audio recording options, a research observation room with video and audio recording controls, three equipped small seminar/conference rooms, one moderate-size electronic classroom for use with laptops, and an audiovisual-equipped living room. Together with a sunlit atrium connecting the build-ing with others in the nursing complex, Godchaux Hall Annex comprises 48,771 square feet. The facility includes two large- and two medium-size lecture halls, as well as four seminar-size classrooms. All can be quickly equipped for audio and video recording to tape or broadcast via streaming media. All classrooms have permanently installed projection devices and an up-to-date presentation computer. All afford wireless access to the Internet. The four larger halls are equipped with Smart technology at the lectern.

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Center for Research Development and Scholarship (CRDS). Housed on the fourth floor of Godchaux Hall, CRDS provides research consultation, support, and resources for scholarly and research projects. CRDS assists with grant proposal development, Institutional Review Board application, paper and poster presentation, database management, instrument development, use of computers, literature searches, reference retrieval, and manuscript preparation. CRDS resources are available to all School of Nursing faculty investigators.

Patricia Champion Frist Hall In 1998, the 20,259-square-foot Patricia Champion Frist build-ing, located adjacent to Godchaux Hall, was completed. This building houses the Frist Nursing Informatics Center, a multi-media classroom with installed networking for seventy-five stu-dents, a health-assessment/multi-purpose classroom, a student lounge, a reception area, and fifty faculty offices. Two large and two small classrooms have installed infrastructure capable of video streaming live lectures. Godchaux Hall, the Annex, and Frist Hall are joined by a common Atrium. Thus, the three buildings of the School of Nursing and the Atrium form a self-contained, cohesive instructional and social complex.

The Frist Nursing Informatics Center (FNIC). The FNIC student computer labs, located in Patricia Champion Frist Hall, are equipped with twenty-seven Dell Precision T1650 comput-ers (Intel i5-3350 3.36GHz processor with 4 GB of RAM and a 500 GB hard drive loaded with Windows 7, a 48X CD-RW/DVD-RW drive, and USB access for a personal thumb drive), two scanners, and three laser printers. An additional eight units are installed in a Testing Lab to accommodate the growth of proctored Web-based testing in a quiet environment. All computers are placed on a three-year rotation cycle. For some courses, students schedule testing dates in order to suit indi-vidual needs within a range of dates allowed by course faculty.

A full range of software is available for document prepara-tion; however, fewer tools are available on computers dedi-cated to testing. Instructional software is also available over the network or via CD/DVDs from the media library. Faculty and students use a Web-based course management system called OAK (Online Access to Knowledge), which is built on Blackboard, for most course communication, group activities, and the sharing of course resources. In addition, two-way synchronous audio and graphic collaboration is available using a Web conferencing system called Microsoft Lync; and two-way, multi-point IP-based video collaboration is available using a system called Scopia. Experts in graphics, interactive educational design, and information technology are avail-able through the FNIC. Consultation and troubleshooting activities include assistance with design and development of instructional strategies, development of specialized interactive computer-based programs and Web pages, design and main-tenance of databases, design and development of graphics and instructional materials, video production, and audiovisual editing services. The FNIC implements and maintains quality assurance for School of Nursing Web pages and printed materials with assistance from designated departmental staff and program faculty.

Vanderbilt Dayani Center for Health and WellnessThe Vanderbilt Dayani Center is a medically based fitness/health promotion center that specializes in modifying risk factors, for conditions including cardiovascular disease, weight

management, stress, sedentary lifestyle, and smoking. It was the first Certified Medical Fitness Center in Tennessee, is closely aligned with the department of Physical Medicine and Rehabilitation, and serves patient care, research, and education functions within VUMC.

vanderbilthealth.com/dayani

Vanderbilt Heart and Vascular InstituteThe Vanderbilt Heart and Vascular Institute is a comprehen-sive and integrated program offering diagnosis, treatment, minimally invasive therapies, surgical intervention, disease management, state-of-the-art techniques, and personalized treatment programs to meet each patient’s unique needs.

vanderbilthealth.com/heart

Vanderbilt Bill Wilkerson Center for Otolaryngology and Communication SciencesThe Vanderbilt Bill Wilkerson Center is devoted to compre-hensive patient care, education, and research in the field of communication disorders and diseases, as well as ailments of the ear, nose, throat, head, and neck.

vanderbilthealth.com/billwilkerson

Vanderbilt Transplant CenterThe Vanderbilt Transplant Center is a multidisciplinary alli-ance of transplant specialists. Each transplant program within the center represents a collaboration of medical and surgical professionals working together in the best interests of the transplant patient.

vanderbilthealth.com/transplant

Libraries

The Jean and Alexander Heard Library SystemVanderbilt University’s libraries are among the top research libraries in the nation, home to more than eight million items, including print publications, microfilm items, and digital collections. The libraries provide electronic access to tens of thousands of full-text journals and more than half a million e-books and other research resources accessible via the campus network, from 250 workstations in campus libraries, as well as authenticated access (VUnetID and e-password) from off campus. The libraries’ homepage receives more than 3,750,000 visits annually. Resources may be located through Acorn, the libraries’ online catalog, and through DiscoverLibrary, the libraries’ new information discovery tool.

The oldest manuscript in the collection dates from ca. 1300, and new publications are being added every day. Among the libraries’ collection strengths are the W. T. Bandy Center for Baudelaire and Modern French Studies, a comprehensive collection of materials on Charles Baudelaire and French literature and culture; the Southern Literature and Culture Collection; Latin American collections for Brazil, Colombia, the Andes, Mesoamerica, and Argentina; the Television News Archive, the world’s most extensive and complete archive of television news covering 1968 to the present; the Revised Common Lectionary, one of the first published Web-based resources of scriptural readings for the liturgical year; and the Global Music Archive, a multimedia reference archive and resource center for traditional and popular song, music, and dance of Africa and the Americas.



In partnership with faculty, library staff teach students valuable skills for locating and evaluating the latest information in a complex array of sources. Campus libraries with discipline-specific collections are home to professional librarians who provide expert support in that area of study. Online reference is available through the homepage. Options for individual study are complemented by group study spaces and instruc-tional rooms, as well as learning commons and cafes. Exhibits throughout the libraries offer intellectual and creative insights that encourage students to see their own work in new ways. Students, faculty, and staff may come to the library to read in a cozy nook, meet friends for group study, grab a quick meal, or see an exhibit.

library.vanderbilt.edu

The Annette and Irwin Eskind Biomedical LibraryThe Eskind Biomedical Library (EBL) collects and provides access to materials to support the teaching, research, and service missions of Vanderbilt University Medical Center.

Affiliated FacilitiesVanderbilt is academically affiliated with the 485-bed Tennes-see Valley Veterans Administration Medical Center, a Vice Chancellor’s Committee hospital containing acute-care beds and outpatient facilities.

Meharry-Vanderbilt AllianceThis collaboration between two unique institutions fosters a diverse educational and scientific environment. The alliance focuses on clinical science training, academic support, biomed-ical research, and health services initiatives with a goal of elimi-nating health care disparities and improving outcomes. The alliance offers a Meharry-Vanderbilt Student Alliance (MVSA), which involves more than 200 students from both campuses in educational, clinical, and community service programs.

meharry-vanderbilt.org

Information Technology ServicesInformation Technology Services (ITS) offers voice, video, data, computing, and conferencing services to Vanderbilt stu-dents, faculty, and staff. ITS provides free antivirus downloads and malware prevention in many campus areas.

ITS maintains and supports VUnet, the campuswide data network that provides access to the Internet, and VUnetID, the authentication service that enables Vanderbilt users to securely identify themselves to many services on VUnet. Those services include YES, Your Enrollment Services; Online Access to Knowl-edge (OAK); and Vmail, the university’s email system. Vmail also includes VUmailguard, designed to protect your email from viruses, unwanted mail (spam), and high-risk attachments.

ITS maintains the campus phone (voice) network, includ-ing personal phone lines for resident students. Optional ser-vices include voice mail and long-distance calls from campus (V-net). ITS also partners with Sprint, Verizon, and AT&T to offer discounts for cellular phone service. For discount information see its.vanderbilt.edu/cellphone.

Vanderbilt offers all students the latest version of Microsoft Office and Microsoft Windows free of charge through our Microsoft Campus Agreement. See softwarestore.vanderbilt.edu for more information.

Through the Digital Life initiative, Vanderbilt highlights VUmix, legal, safe, inexpensive, and easy ways to explore and

share music and digital content. See digitallife.vanderbilt.edu and www.vanderbilt.edu/vumix for details.

ITS offers various conferencing and collaboration services for students. Vanderbilt’s blog service offers Wordpress Blogs at web.vanderbilt.edu/blog/. Audio and video conferencing via desktop or a Polycom bridge, and the ITS podcast studio are just a few of the services available. See its.vanderbilt.edu/services/collaboration for more information.

The ITS Help Desk provides information to students, faculty, and staff about VUnet and VUnet services. Help Desk locations, hours, contacts, and other information can be found at its.vanderbilt.edu/helpdesk.

For more information on IT services and computing at Vanderbilt, go to its.vanderbilt.edu.

The UniversityWhen Commodore Cornelius Vanderbilt gave a million dollars to build and endow Vanderbilt University in 1873, he did so with the wish that it “contribute to strengthening the ties which should exist between all sections of our common country.”

A little more than a hundred years later, the Vanderbilt Board of Trust adopted the following mission statement: “We reaffirm our belief in the unique and special contribu-tions that Vanderbilt can make toward meeting the nation’s requirements for scholarly teaching, training, investigation, and service, and we reaffirm our conviction that to fulfill its inherited responsibilities, Vanderbilt must relentlessly pursue a lasting future and seek highest quality in its educational undertakings.”

Today as Vanderbilt pursues its mission, the university more than fulfills the Commodore’s hope. It is one of a few independent universities with both a quality undergradu-ate program and a full range of graduate and professional programs. It has a strong faculty of more than 2,000 full-time members and a diverse student body of about 10,000. Stu-dents from many regions, backgrounds, and disciplines come together for multidisciplinary study and research. To that end, the university is the fortunate recipient of continued support from the Vanderbilt family and other private citizens.

The 330-acre campus is about one and one-half miles from the downtown business district of the city, combining the advantages of an urban location with a peaceful, park-like set-ting of broad lawns, shaded paths, and quiet plazas.

Off-campus facilities include the Arthur J. Dyer Observa-tory, situated on a 1,131-foot hill six miles south.

The schools of the university offer the following degrees:

College of Arts and Science. Bachelor of Arts.Blair School of Music. Bachelor of Music.Divinity School. Master of Divinity, Master of Theological

Studies.School of Engineering. Bachelor of Engineering, Bachelor of

Science, Master of Engineering.Graduate School. Master of Arts, Master of Arts in

Teaching, Master of Fine Arts, Master of Liberal Arts and Science, Master of Science, Doctor of Philosophy.

Law School. Master of Laws, Doctor of Jurisprudence.School of Medicine. Master of Education of the Deaf,

Master of Health Professions Education, Master of Laboratory Investigation, Master of Public Health, Master of Science in Clinical Investigation, Master of Science in Medical Physics, Master of Science (Speech-Language Pathology), Doctor of Audiology, Doctor of Medical Physics, Doctor of Medicine.

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School of Nursing. Master of Science in Nursing, Doctor of Nursing Practice.

Owen Graduate School of Management. Master of Accountancy, Master of Business Administration, Master of Management in Health Care, Master of Science in Finance.

Peabody College. Bachelor of Science, Master of Education, Master of Public Policy, Doctor of Education.

No honorary degrees are conferred.

AccreditationVanderbilt University is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools to award bachelor’s, master’s, education specialist’s, and doc-tor’s degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call (404) 679-4500 for questions about the accreditation of Vanderbilt University.



V ANDERBILT provides a full complement of auxiliary services to meet the personal needs of students, to make life on the campus comfortable and enjoyable, and to

provide the proper setting for academic endeavor.

Graduate Student CouncilThe Graduate Student Council (GSC) exists to enhance the overall educational experience at Vanderbilt University by promoting the general welfare and concerns of the Graduate School student body. This is achieved through the creation of new programs and initiatives to provide opportunities for growth and interaction, as well as through communication with the Vanderbilt faculty and administration on behalf of graduate students. The GSC consists of elected representatives, stand-ing committees, and an annually elected executive board. In the recent past, the GSC has helped change policies involving campus dining, free bus transportation, parking, and student health insurance. The GSC is also a member of the National Association of Graduate-Professional Students (NAGPS).

In addition to its representative function, the GSC also organizes a number of events and hosts/sponsors various projects during the year, including co-sponsoring seminars and panels with individual departments, organizing the Vanderbilt 3 Minute Thesis competition (spring semester), facilitating the Graduate Student Honor Council, planning community outreach activities, and offering many social opportunities. The GSC also awards travel grants to graduate students who wish to present their research at conferences throughout the year. All Vanderbilt Graduate School students are welcome and encour-aged to attend GSC’s monthly meetings and to get involved. For more information, visit studentorgs.vanderbilt.edu/gsc.

Barnes & Noble at VanderbiltBarnes & Noble at Vanderbilt, the campus bookstore located at 2525 West End Avenue, offers textbooks (new, used, digital, and rental), computers, supplies, Nook e-readers, dorm accessories, licensed Vanderbilt apparel, and best-selling books. Students can order online or in-store and receive course materials accurately, conveniently, and on time. The bookstore features extended hours of operation and hosts regular special events. Visitors to the bookstore café can enjoy Starbucks coffees, sandwiches, and desserts while studying. Free customer parking is available in the 2525 garage directly behind the bookstore. For more information, visit vubookstore.com, follow twitter.com/BN_Vanderbilt, find the bookstore on Facebook at facebook.com/VanderbiltBooks, or call (615) 343-2665.

The Commodore CardThe Commodore Card is the Vanderbilt student ID card. It can be used to access debit spending accounts, VU meal plans, and campus buildings such as residence halls, libraries, academic buildings, and the Vanderbilt Recreation and Wellness Center.

ID cards are currently issued at the Commodore Card Office, 184 Sarratt Student Center, Monday through Friday from 8:30 a.m. to 4:30 p.m. For more information, go to vanderbilt.edu/cardservices.

Please note: Card Services will be moving its operation during summer 2014. If you plan to visit the office in the July–August

time frame, please check the Card Services website to confirm whether the office has moved. Card Services’ new office will operate from the historic home located next to McTyeire Hall and across from the Zerfoss Student Health Center.

Eating on Campus Vanderbilt Campus Dining operates several restaurants, cafes, and markets throughout campus that provide a variety of food. The two largest dining facilities are Rand Dining Center in Rand Hall (connected to Sarratt Student Center) and The Ingram Commons dining hall. Six convenience stores on cam-pus offer grab-and-go meals, snacks, beverages, and groceries. All units accept the Vanderbilt Card and Meal Plans. Graduate student Meal Plans are offered at a discount. For more infor-mation, hours, and menus, go to vanderbilt.edu/dining.

HousingTo support the housing needs of new and continuing graduate and professional students, the Office of Housing and Residential Education provides a Web-based off-campus referral service (apphost1a.its.vanderbilt.edu/housing/Main/). The referral service lists information about housing accommodations off campus. The majority of listed rental properties are close to the campus. Cost, furnishings, and conditions vary greatly. For best choices, students seeking off-campus housing should visit the office or consult the website by early July for suggestions and guidance. The website includes advertisements by landlords looking spe-cifically for Vanderbilt-affiliated tenants, as well as by Vanderbilt students looking for roommates. Listings are searchable by cost, distance from campus, number of bedrooms, and other param-eters. Students may also post “wanted” ads seeking roommate or housemate situations. On-campus university housing for graduate or professional students is not available.

Change of AddressStudents who change either their local or permanent mailing address are expected to notify school and university registrars immediately. Candidates for degrees who are not in residence should keep the school and University Registrar informed of current mailing addresses. To change or update addresses, go to registrar.vanderbilt.edu/academicrec/address.htm.

International Student and Scholar ServicesInternational Student and Scholar Services (ISSS), located in the Student Life Center, fosters the education and develop-ment of nonimmigrant students and scholars to enable them to achieve their academic and professional goals and objec-tives. ISSS provides advice, counseling, and advocacy regard-ing immigration, cross-cultural, and personal matters. ISSS supports an environment conducive to international educa-tion and intercultural awareness via educational, social, and cross-cultural programs.

ISSS provides immigration advising and services, includ-ing the processing of immigration paperwork, to more than 1,500 international students and scholars. The office works with admission units, schools, and departments to gener-ate documentation needed to bring nonimmigrant students

Life at Vanderbilt

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and scholars to the U.S. Further, ISSS keeps abreast of the regulations pertaining to international students and scholars in accordance with the Department of Homeland Security (Bureau of Citizenship and Immigration Services) and the Department of State. ISSS coordinates biannual orientation programs for students and ongoing orientations for scholars, who arrive throughout the year.

To help promote connection between international students and the greater Nashville community, ISSS coordinates the First Friends program, which matches international students with Americans both on and off campus for friendship and cross-cul-tural exchange. The weekly World on Wednesday presentations inform, broaden perspectives, and facilitate cross-cultural under-standing through discussions led by students, faculty, and staff. International Education Week in the fall provides the campus with additional opportunities to learn about world cultures and to celebrate diversity. The International Lens Film Series brings more than forty international films to campus each year. ISSS provides a range of programs and activities throughout the year to address a variety of international student needs and interests. These programs include International Orientation Leaders and a selection of holiday parties. The Southern Culture Series is an opportunity for students to experience Southern culture in nearby cities such as Memphis, Chattanooga, and Atlanta.

Obtaining Information about the UniversityNotice to current and prospective students: In compliance with applicable state and federal law, the following information about Vanderbilt University is available:

Institutional information about Vanderbilt University, including accreditation, academic programs, faculty, tuition, and other costs, is available in the catalogs of the colleges and schools on the Vanderbilt University website at vanderbilt.edu/catalogs. A paper copy of the Undergraduate Catalog may be obtained by contacting the Office of Undergraduate Admis-sions, 2305 West End Avenue, Nashville, Tennessee 37203-1727, (800) 288-0432, (615) 322-2561, [email protected]. Paper copies of the catalogs for the graduate and professional schools may be available from the individual schools.

Information about financial aid for students at Vanderbilt University, including federal and other forms of financial aid for students, is available from the Office of Student Financial Aid on the Vanderbilt University website at vanderbilt.edu/financialaid. The Office of Student Financial Aid is located at 2309 West End Avenue, Nashville, Tennessee 37203-1725, (615) 322-3591 or (800) 288-0204.

Information about graduation rates for students at Vander-bilt University is available on the Vanderbilt University web-site at virg.vanderbilt.edu. Select “Factbook,” then “Student,” then “Retention/Graduation Rates.” Paper copies of informa-tion about graduation rates may be obtained by writing the Office of the University Registrar, Vanderbilt University, PMB 407701, 2301 Vanderbilt Place, Nashville, Tennessee 37240-7701 or by calling (615) 322-7701.

The Vanderbilt University Annual Security Report on univer-sity-wide security and safety, including related policies, procedures, and crime statistics, is available from the Vanderbilt University Police Department on the university website at police.vanderbilt.edu/annual-security-report. A paper copy of the report may be obtained by writing the Vanderbilt University Police Department, 2800 Vanderbilt Place, Nashville, Tennessee 37212 or by calling (615) 343-9750. For more information, see “Vanderbilt Univer-sity Police Department” in the following section of this catalog.

A copy of the annual Equity in Athletics Disclosure Act Report on the Vanderbilt University athletic program partici-pation rates and financial support data may be obtained by writing the Vanderbilt University Office of Athletic Compli-ance, 2601 Jess Neely Drive, P.O. Box 120158, Nashville, Ten-nessee 37212 or by calling (615) 322-7992.

Information about your rights with respect to the privacy of your educational records under the Family Educational Rights and Privacy Act is available from the Office of the University Registrar on the Vanderbilt University website at registrar.vanderbilt.edu/academicrec/privacy.htm. Paper copies of this information about educational records may be obtained by writing the Office of the University Registrar, Vanderbilt University, PMB 407701, 2301 Vanderbilt Place, Nashville, Tennessee 37240-7701 or by calling (615) 322-7701. For more information, see “Confidentiality of Student Records” in the following section of this catalog.

Bishop Joseph Johnson Black Cultural CenterThe Bishop Joseph Johnson Black Cultural Center (BJJBCC) represents one of Vanderbilt University’s numerous efforts at acknowledging and promoting diversity. It does so by providing educational and cultural programming on the black experience for the entire Vanderbilt community. Dedicated in 1984, the center is named for the first African American student admitted to Vanderbilt University in 1953, Bishop Joseph Johnson (B.D. ’54, Ph.D. ’58).

One of the center’s aims is to provide cultural program-ming. It sponsors lectures, musical performances, art exhibi-tions, films, and discussions on African and African American history and culture. The center also provides an office space for a scholarly journal, the Afro-Hispanic Review, edited by Vanderbilt faculty and graduate students.

Another of the center’s aims is student support and development. The center provides meeting spaces for numer-ous Vanderbilt student groups, including the Black Student Alliance, Every Nation Campus Ministries, and Vanderbilt Spoken Word. The center works with students on a wide range of campus projects and community service opportunities. The center also serves as an informal haven for students, with plenty of opportunities for fellowship and food.

One additional aim of the center is community outreach and service. To this end, the center reaches out to civic and cultural groups. The BJJBCC facilitates tutoring and mentor-ing activities for young people from the Metro Nashville Pub-lic Schools, the YMCA, and other community agencies. VU students serve as tutors and mentors to young people in the Edgehill community. The center also helps promote student recruitment by hosting various pre-college groups.

The center houses a computer lab, a small library, a seminar room, an auditorium, a student lounge area, and staff offices. The center is open to all Vanderbilt students, faculty, and staff for programs and gatherings.

Margaret Cuninggim Women’s CenterAs part of the Office of the Dean of Students, the Margaret Cuninggim Women’s Center welcomes all members of the Vanderbilt community to take part in our events and resources related to women’s and gender topics. Our Gender Matters program offers co-curricular programming aimed to increase awareness of the influence that gender has in our lives; in addition, Gender Matters provides individual support and advocacy around a variety of issues, including gender



stereotyping, gender equity, students with children, body image, eating disorders, pregnancy and reproduction, sexual health, and more. The Women’s Center is open Monday through Friday, 8 a.m. to 5 p.m., and is located at 316 West Side Row. For more information, please call (615) 322-4843 or visit vanderbilt.edu/WomensCenter.

Office of LGBTQI LifeAs a component of Vanderbilt’s Office of the Dean of Students, the Lesbian, Gay, Bisexual, Transgender, Queer, and Intersex (LGBTQI) Life office is a welcoming space for individuals of all identities and a resource for information and support about gender and sexuality. LGBTQI Life serves the entire Vanderbilt community through education, research, programming, support, and social events. Visitors are invited to use our DVD library for resources around LGBTQI issues and culture. In addition, LGBTQI Life conducts tailored trainings and consultations for the campus and community and coordinates the Safe Zone Ally program. The Office of LGBTQI Life is located in the K. C. Pot-ter Center, Euclid House, 312 West Side Row. For more informa-tion, please visit vanderbilt.edu/lgbtqi.

Office of the University Chaplain and Religious LifeThe Office of the University Chaplain and Religious Life provides opportunities to explore and practice religion, faith, and spirituality and to more deeply understand one’s personal values and social responsibility via educational programming, encounters with various faith perspectives, and engagement with religious and spiritual communities. The office welcomes and serves all students, faculty, and staff and provides an intel-lectual home and ethical resource for anyone in the Vanderbilt community seeking to clarify, explore, and deepen understand-ing of their lives and/or faith.

Recognizing the importance of exploring one’s faith in community, the office facilitates opportunities for individuals of a shared faith to worship/practice their particular religious tradition. Whether guided by one of our affiliated chaplains or a student-run religious organization, these groups foster a sense of community and common values. For a complete listing of campus religious groups, resources, services, and programming opportunities, visit vanderbilt.edu/religiouslife.

Schulman Center for Jewish LifeThe 10,000-square-foot Ben Schulman Center for Jewish Life is the home of Vanderbilt Hillel. The goal of the center is to pro-vide a welcoming community for Jewish students at Vanderbilt and to further religious learning, cultural awareness, and social engagement. Vanderbilt Hillel is committed to enriching lives and enhancing Jewish identity. It provides a home away from home, where Jews of all denominations come together, united by a shared purpose. The Schulman Center is also home to Grin’s Cafe, Nashville’s only kosher and vegetarian restaurant. For further information about the Schulman Center, please call (615) 322-8376 or email [email protected].

Parking, Vehicle Registration, and Alternative TransportationParking space on campus is limited. Motor vehicles operated on campus at any time by students, faculty, or staff must be registered with the Office of Traffic and Parking located in the Wesley Place garage. A fee is charged. Parking regulations are published annually and are strictly enforced. More informa-tion is available at vanderbilt.edu/traffic_parking.

Bicycles must be registered with the Vanderbilt University Police Department.

All graduate and professional students can ride to and from the Vanderbilt campus free of charge on Nashville’s Metro-politan Transit Authority buses. To use this service, a valid student ID card is required for boarding the bus.

Psychological and Counseling CenterAs part of the Vanderbilt University Medical Center, the PCC supports the mental health needs of all students to help them reach their academic and personal goals. Highly skilled and multidisciplinary staff collaborates with students to provide evidence-based treatment plans tailored to each individual’s unique background and needs. The PCC also emphasizes prevention through outreach and consultation focused on the development of the skills and self-awareness needed to excel in a challenging educational environment.

The PCC’s psychologists, licensed counselors, and psychi-atric medical providers are available to any Vanderbilt student and address a range of student needs including stress manage-ment, crisis intervention, substance abuse counseling, manage-ment of medications, individual counseling, group counseling, biofeedback, emergency assessments, and psychiatric assess-ment and treatment. The PCC provides a team approach to the care of students with eating disorders and students who have experienced trauma as well as students needing both counsel-ing and medication management. There is an on-call provider after hours and on weekends for emergency calls.

The PCC provides screening and full assessment when indicated for ADHD and learning disorders as well as assess-ment and support for reading and study skills.

A prevention program regarding substance use called BASICS is provided by the PCC. Students who have questions about their level of use may request an assessment through BASICS to learn more about risk related to substance use.

Students are encouraged to make contact with the PCC prior to the start of the school year if they have a history of mental health care needs. This will help facilitate the transition of care and ensure that students are fully aware of PCC resources. Contact the center at (615) 322-2571 for more information.

There is no charge for services with the exceptions of reduced fees for LD/ADHD screening and assessment. Over the course of a year, approximately 20 percent of the Vander-bilt student population will seek out the services of the PCC.

Throughout the year, the PCC outreach coordinator and other PCC staff also produce presentations, including educa-tional programs, thematic presentations, and special events, focused on education of the Vanderbilt community about mental health issues and resources. The PCC is proud to provide a program focusing on suicide prevention and mental health awareness at Vanderbilt called MAPS: Mental Health Awareness and the Prevention of Suicide.

For more information, visit medschool.vanderbilt.edu/pcc.

Project Safe CenterThe Project Safe Center (PSC) partners with students, fac-ulty, and staff to create a campus culture that rejects sexual misconduct and sexual violence, and serves as a resource for all members of the Vanderbilt community. Operating under the auspices of the Office of the Dean of Students, the center is charged with supporting survivors of sexual violence and engaging the campus community in bystander intervention efforts and sexual assault prevention.

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The Green Dot Campaign, a bystander intervention program used on the campuses of colleges and universities nationwide, and Vanderbilt University’s Personal Empower-ment Through Self Awareness (VU PETSA), an online educa-tion module addressing the issue of power-based violence, are available through the PSC. A 24/7 resource and support hotline is also available through the center at (615) 322-SAFE (7233).

The Project Safe Center located at 304 West Side Row is open Monday through Friday, 8:00 a.m. to 5:00 p.m. For more information, call (615) 322-6400 or visit vanderbilt.edu/projectsafe.

Student Health CenterThe Student Health Center provides primary care services for students and is staffed by physicians, nurse practitioners, nurses, and a lab technician. The Student Health Center provides services similar to those provided in a private physician’s office or HMO, including routine medical care, specialty care (e.g. nutrition and sports medicine), and some routine lab tests. Most of the services students receive at the Student Health Center are pre-paid, but those services that are not are the responsibility of students to coordinate with their health insurance.

When the university is in session, during fall and spring semesters, the Student Health Center is open Monday through Friday from 8:00 a.m. to 4:30 p.m., and Saturdays from 8:30 a.m. to noon. Students should call ahead to schedule an appointment at (615) 322-2427. Students with urgent problems will be seen on a same-day basis. They will be given an appointment that day, or “worked in” on a first-come, first-served basis if no appoint-ments are available.

Emergency consultations services (at (615) 322-2427) are available 24 hours a day, 7 days a week from on-call profession-als. For more detailed information on the services available at the Student Health Center and information on other health-related topics, please visit the Student Health Center website at medschool.vanderbilt.edu/student-health.

Immunization RequirementsThe State of Tennessee requires certain immunizations for all students on university campuses. As such, Vanderbilt Uni-versity will block student registration for those who are not in compliance with the requirements.

The requirements include:1. Varicella vaccine (two injections) is required for all stu-

dents who have not had documented chickenpox. Any waivers for this vaccine are very strict, and include only certain religious or medical exemptions that must be approved by the medical director of the Student Health Center. For more information regarding this waiver, please call the director’s assistant at (615) 322-2254 or email [email protected].

2. Measles, mumps, and rubella (2 injections) for all incom-ing students. Any waivers for this vaccine are very strict, and include only certain religious or medical exemp-tions that must be approved by the medical director of the Student Health Center. For more information regarding this waiver, please call the director’s assistant at (615) 322-2254 or email [email protected].

The Student Health Center requires all incoming students to complete a Health Questionnaire that includes further infor-mation regarding the state-mandated vaccinations, as well as information on other strongly recommended vaccinations.

Information regarding this Health Questionnaire is com-municated to students by email after admission to Vanderbilt University. This Health Questionnaire must be returned to the Student Health Center by June 1 with vaccination information.

Students should go to medschool.vanderbilt.edu/ student-health/immunization-requirements in order to access more information regarding the immunization requirements. This site also contains links to the PDFs of the required forms.

All vaccines can be administered at either a private pro-vider office or at the Student Health Center.

Student Injury and Sickness Insurance PlanAll students registered in degree programs for 4 or more credit hours, or who are actively enrolled in research courses (including but not limited to dissertation or thesis courses) that are designated by Vanderbilt University as full-time enrollment are required to have health insurance coverage. The university offers a sickness and injury insurance plan that is designed to provide hospital, surgical, and major medical benefits. A brochure explaining the limits, exclusions, and benefits of insurance coverage is available to students online at gallagherstudent.com/vanderbilt or medschool.vanderbilt.edu/student-health/student-health-insurance

The annual premium is in addition to tuition and is auto-matically billed to the student’s account. Coverage extends from August 12 until August 11 of the following year, whether a student remains in school or is away from the university.

A student who does not want to subscribe to the insur-ance plan offered through the university must complete an online waiver process at gallagherstudent.com/vanderbilt. This process must be completed by August 1 for students enrolling in the fall for annual coverage. Newly enrolled students for the spring term must complete the online waiver process by January 2. The online waiver process indicating comparable coverage must be completed every year by August 1 in order to waive participation in and the premium for the Student Injury and Sickness Insurance Plan.

Family Coverage: Students who want to obtain coverage for their families (spouse, children, or domestic partner) may do so at gallagherstudent.com/vanderbilt. Additional premiums are charged for family health insurance coverage and cannot be put on a student’s VU account.

International Student CoverageInternational students and their dependents residing in the United States are required to purchase the university’s interna-tional student injury and sickness insurance. If you have other comparable insurance and do not wish to participate in the Student Injury and Sickness Insurance Plan offered through the university, you must complete an online waiver form (gallagherstudent.com/vanderbilt) indicating your other insur-ance information. This online waiver form must be completed no later than September 7 or you will remain enrolled in the plan offered by the university and will be responsible for paying the insurance premium. This insurance is required for part-time as well as full-time students.

Services for Students with DisabilitiesVanderbilt is committed to the provisions of the Rehabilitation Act of 1973 and Americans with Disabilities Act as it strives to be an inclusive community for students with disabilities. Students seeking accommodations for any type of disability



are encouraged to contact the Equal Opportunity, Affirmative Action, and Disability Services Department. Services include, but are not limited to, extended time for testing, assistance with locating sign language interpreters, audiotaped textbooks, physical adaptations, notetakers, and reading services. Accom-modations are tailored to meet the needs of each student with a documented disability. The Equal Opportunity, Affirmative Action, and Disability Services Department also investigates alleged violations of Vanderbilt’s nondiscrimination and anti-harassment policies. Specific concerns pertaining to services for people with disabilities or any disability issue should be directed to the Disability Program Director, Equal Opportunity, Affir-mative Action, and Disability Services Department (EAD), PMB 401809, 2301 Vanderbilt Place, Nashville, Tennessee 37240-1809; phone (615) 322-4705 (V/TDD); fax (615) 343-0671; vanderbilt.edu/ead.

Student Records (Family Educational Rights and Privacy Act)Vanderbilt University is subject to the provisions of federal law known as the Family Educational Rights and Privacy Act (also referred to as FERPA). This act affords matriculated students certain rights with respect to their educational records. These rights include:

1. The right to inspect and review their education records within 45 days of the day the University receives a request for access. Students should submit to the University Registrar written requests that identify the record(s) they wish to inspect. The University Registrar will make arrange-ments for access and notify the student of the time and place where the records may be inspected. If the University Registrar does not maintain the records, the student will be directed to the University official to whom the request should be addressed.

2. The right to request the amendment of any part of their education re-cords that a student believes is inaccurate or misleading. Students who wish to request an amendment to their educational record should write the University official responsible for the record, clearly identify the part of the record they want changed, and specify why it is inaccurate or mislead-ing. If the University decides not to amend the record as requested by the student, the student will be notified of the decision and advised of his or her right to a hearing.

3. The right to consent to disclosures of personally identifiable informa-tion contained in the student’s education records to third parties, except in situations that FERPA allows disclosure without the student’s consent. These exceptions include:

• Disclosuretoschoolofficialswithlegitimateeducationalinterests.A“school official” is a person employed by the University in an adminis-trative, supervisory, academic or research, or support-staff position (including University law enforcement personnel and health staff); contractors, consultants, and other outside service providers with whom the University has contracted; a member of the Board of Trust; or a student serving on an official University committee, such as the Honor Council, Student Conduct Council, or a grievance committee, or assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility.

• Disclosuretoparentsifthestudentisadependentfortaxpurposes.• Disclosuretoappropriateindividuals(e.g.,parents/guardians,spous-

es, housing staff, health care personnel, police, etc.) where disclosure is in connection with a health or safety emergency and knowledge of such information is necessary to protect the health or safety of the student or other individuals.

• Disclosuretoaparentorlegalguardianofastudent,informationregarding the student’s violation of any federal, state, or local law, or

of any rule or policy of the institution, governing the use or possession of alcohol or a controlled substance if the University has determined that the student has committed a disciplinary violation with respect to the use or possession and the student is under the age of 21 at the time of the disclosure to the parent/guardian.

FERPA provides the University the ability to designate certain student information as “directory information.” Directory information may be made available to any person without the student’s consent unless the student gives notice as provided for, below. Vanderbilt has designated the follow-ing as directory information: the student’s name, addresses, telephone number, email address, student ID photos, major field of study, school, classification, participation in officially recognized activities and sports, weights and heights of mem-bers of athletic teams, dates of attendance, degrees and awards received, the most recent previous educational agency or institution attended by the student, and other information that would not generally be considered harmful or an invasion of privacy if disclosed. Any student who does not wish disclosure of directory information should notify the University Registrar in writing. No element of directory information as defined above is released for students who request nondisclosure except as required by statute.

The request for nondisclosure does not apply to class ros-ters in online class management applications, or to residential rosters—or rosters of groups a student may join voluntarily—in online, co-curricular engagement applications, or rosters of other information on the websites of student organizations that a student may join. Neither class rosters in online class management applications, nor residential rosters in online co-curricular engagement applications, are available to the public.

As of January 3, 2012, the U.S. Department of Education’s FERPA regulations expand the circumstances under which students’ education records and personally identifiable informa-tion (PII) contained in such records—including Social Security Numbers, grades, or other private information—may be accessed without consent. First, the U.S. Comptroller General, the U.S. Attorney General, the U.S. Secretary of Education, or state and local education authorities (“Federal and State Authorities”) may allow access to student records and PII without consent to any third party designated by a Federal or State Authority to evaluate a federal- or state-supported educa-tion program. The evaluation may relate to any program that is

“principally engaged in the provision of education,” such as early childhood education and job training, as well as any program that is administered by an education agency or institution.

Second, Federal and State Authorities may allow access to education records and PII without consent, to researchers per-forming certain types of studies, in certain cases even when the University objects to or does not request such research. Federal and State Authorities must obtain certain use-restriction and data security promises from the third parties that they autho-rize to receive PII, but the Authorities need not maintain direct control over the third parties.

In addition, in connection with Statewide Longitudinal Data Systems, State Authorities may collect, compile, perma-nently retain, and share without student consent, PII from education records, and may track student participation in education and other programs by linking such PII to other personal information that they obtain from other Federal or State data sources, including workforce development, unem-ployment insurance, child welfare, juvenile justice, military service, and migrant student records systems.

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If a student believes the University has failed to comply with FERPA, he or she may file a complaint using the Stu-dent Complaint and Grievance Procedures as outlined in the Student Handbook. If dissatisfied with the outcome of this pro-cedure, students may file a written complaint with the Family Policy Compliance Office, U.S. Department of Education, 400 Maryland Avenue SW, Washington, DC 20202-5920.

Questions about the application of the provisions of the Family Educational Rights and Privacy Act should be directed to the University Registrar or to the Office of General Counsel.

Vanderbilt DirectoryIndividual listings in the online People Finder Directory con-sist of the student’s full name, school, academic classification, local phone number, email address, local address, box number, and permanent address.

Student listings in the People Finder Directory are avail-able to the Vanderbilt community via logon ID and e-pass-word. Students may choose to make their online People Finder listings available to the general public (i.e., viewable by anyone with access to the Internet), to add additional contact informa-tion such as cell phone, pager, and fax numbers, or to block individual directory items.

Students who have placed a directory hold with the University Registrar will not be listed in the online directory. Directory information should be kept current.

Students may report address changes, emergency contact information, and missing person contact information via the Web by logging in to YES (Your Enrollment Services) https://yes.vanderbilt.edu and clicking on the Address Change link.

Vanderbilt Child and Family CenterThe Vanderbilt Child and Family Center supports the health and productivity of the Vanderbilt community by providing resource and referral services and quality early childhood educa-tion and care to the children of faculty, staff, and students. The center’s website at childandfamilycenter.vanderbilt.edu provides information concerning child care, elder care, summer camps, tutoring services, and school-age child care. Parents in a Pinch and the Vanderbilt Sitter Service provide back-up care options for dependents of all ages and evening, night, and weekend care.

The Child Care Center serves children ages six weeks through five years. Applications for the waiting list may be downloaded from the website. The Family Center offers a monthly lunchtime series, Boomers, Elders, and More, and a caregiver support group.

Vanderbilt University Police DepartmentThe Vanderbilt University Police Department, (615) 322-2745, is a professional law enforcement agency dedicated to the pro-tection and security of Vanderbilt University and its diverse community (police.vanderbilt.edu).

The Vanderbilt University Police Department comes under the charge of the Office of the Vice Chancellor for Adminis-tration. As one of Tennessee’s larger law enforcement agen-cies, the Vanderbilt University Police Department provides comprehensive law enforcement and security services to all components of Vanderbilt University including the academic campus, Vanderbilt University Medical Center, Vanderbilt Health at One Hundred Oaks, and a variety of university-owned facilities throughout the Davidson County area.

The Police Department includes a staff of more than one hundred people, organized into four bureaus: Office of the Chief, Administrative Services, Support Services, and Patrol (Main Campus and Medical Center). All of Vanderbilt’s com-missioned police officers have completed officer training at a state-certified police academy and are required to complete on-the-job training as well as attend annual in-service training. Vanderbilt police officers hold Special Police Commissions and have the same authority as that of a municipal law enforcement officer, while on property owned by Vanderbilt, on adjacent public streets and sidewalks, and in nearby neighborhoods. When a Vanderbilt student is involved in an off-campus offense, police officers may assist with the investigation in cooperation with local, state, or federal law enforcement. The department also employs non-academy-trained officers called community service officers (commonly referred to as CSOs) who lend assistance 24/7 to the Vanderbilt community through services that include providing walking escorts, providing jump starts, and unlocking cars. For non-emergency assistance from a community service officer, dial (615) 322-2745 (2-2745 from an on-campus extension).

The Vanderbilt University Police Department provides several services and programs to members of the Vanderbilt community:

Vandy Vans—The Vanderbilt University Police Depart-ment administers the Vandy Vans escort system at Vanderbilt University. The Vandy Vans escort system provides vehicular escorts to designated locations on campus. The service consists of vans that operate from 5:00 p.m. to 5:00 a.m. GPS technol-ogy allows students to track Vandy Vans on their route via computer or mobile phone, and to set up text message alerts to let them know when a van will be arriving at their stop.

Stop locations were chosen based on location, the accessibil-ity of a secure waiting area, and student input. Signs, freestand-ing or located on existing structures, identify each stop. A walking escort can be requested to walk a student from his/her stop to the final destination. A van is also accessible to students with mobility impairments. For complete information about the Vandy Vans service, including routes, stops, and times, please visit vandyvans.com or call (615) 322-2558.

As a supplement to the Vandy Vans van service, walking escorts are available for students walking to and from any loca-tion on campus during nighttime hours. Walking escorts are provided by VUPD officers. The telephone number to call for a walking escort is (615) 421-8888, or 1-8888 from a campus phone, after which, a representative from VUPD will be dispatched to the caller’s location, or to a designated meeting point to accom-pany the caller to his or her destination.

Emergency Phones—Emergency telephones (Blue Light Phones) are located throughout the university campus, medi-cal center, and 100 Oaks.

Each phone has an emergency button that when pressed automatically dials the VUPD Communications Center. An open line on any emergency phone will activate a priority response from an officer. An officer will be sent to check on the user of the phone, even if nothing is communicated to the dispatcher. Cooperation is essential to help us maintain the integrity of the emergency phone system. These phones should be used only for actual or perceived emergency situations.

An emergency response can also be activated by dialing 911 from any campus phone. Cell phone users can dial (615) 421-1911 to summon an emergency response on campus. Cell phone users should dial 911 for off-campus emergencies. Callers should be prepared to state the location from which they are calling.



Security Notices—In compliance with the U.S. Depart-ment of Higher Education and the Jeanne Clery Act, Security Notices are issued to provide timely warning information con-cerning a potentially dangerous situation on or near Vander-bilt University. This information is provided to empower our students and employees with the information necessary to make decisions or take appropriate actions concerning their own personal safety. Security Notices are distributed through-out Vanderbilt to make community members aware of signifi-cant crimes that occur at the university. They are distributed through Vanderbilt email lists and through the department’s webpage, police.vanderbilt.edu/crime-info/crime-alerts.

Educational and Assistance Programs—The Community Relations Division of Vanderbilt University Police Depart-ment offers programs addressing issues such as sexual assault, domestic violence, workplace violence, personal safety, RAD (Rape Aggression Defense) classes, and victim assistance. VUPD provides additional services including property registra-tion (for bikes, laptops, etc.), lost and found, weapons safe-keeping, and Submit a Crime Tip. For further information on available programs and services, call (615) 322-2558 or visit police.vanderbilt.edu.

Additional information on security measures and crime sta-tistics for Vanderbilt is available from the Vanderbilt University Police Department, 2800 Vanderbilt Place, Nashville, Tennessee 37212. Information is also available at police.vanderbilt.edu.

Annual Security Report—The Vanderbilt University Annual Security Report is published each year to provide you with information on security-related services offered by the univer-sity and campus crime statistics in compliance with the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act and the Tennessee College and University Security Information Act.

This booklet is prepared with information provided by the Nashville Metropolitan Police Department, the Department of Student Athletics, Office of the Dean of Students, the Office of Housing and Residential Education, and the Vanderbilt Uni-versity Police Department. It summarizes university programs, policies, and procedures designed to enhance personal safety for everyone at Vanderbilt.

A copy of this report may be obtained by writing or calling the Vanderbilt University Police Department, 2800 Vanderbilt Place, Nashville, Tennessee 37212 or by telephone at (615) 343-9750. This report may also be obtained on the website at police.vanderbilt.edu/annual-security-report.

Extracurricular Activities

Student CentersA variety of facilities, programs, and activities are provided in four separate student center locations—Alumni Hall, Kissam Center, Sarratt Student Center|Rand Hall, and the Student Life Center.

Sarratt Student Center|Rand Hall is the main student center hub, housing a 300-seat cinema, art gallery, art studios, multicultural space, rehearsal rooms, large lounge spaces, large and small meeting spaces, and a courtyard. The facility is also home to Vanderbilt Student Communications, radio station, TV station, Last Drop Coffee Shop, and the Pub at Overcup Oak restaurant. Rand Hall houses the Rand Dining Center, campus store, student-operated businesses, the Anchor (stu-dent organization space), a multipurpose venue, meeting and

seminar rooms, plus large, open lounge space. Some of the offices located in Sarratt Student Center|Rand Hall include the Dean of Students, Greek Life, Leadership, and the Office of Active Citizenship and Service. Also included in this facility is a Ticketmaster™ outlet.

The Vanderbilt Student Life Center is the university’s com-munity keystone. It is both the fulfillment of students’ vision to have a large social space on campus and a wonderful comple-ment to Sarratt Student Center|Rand Hall. The Student Life Center has more than 18,000 square feet of event and meeting space, including the 9,000-square-foot Commodore Ballroom, which is one of the most popular spaces to have events on cam-pus. The center is also home to the Center for Student Profes-sional Development, International Student and Scholar Services, Global Education Office, and Vanderbilt International Office.

Alumni Hall is a recent addition to the Vanderbilt student centers family, although it was actually the original student center on campus when the building opened in 1925. Re-opened in fall 2013 after a yearlong renovation that transformed every space in the facility, Alumni Hall has returned to its role as a student center after serving other purposes over the years. In the newly renovated Alumni Hall, students now have access to an exercise room as well as several new meeting and event spaces and a new dining option known as Bamboo Bistro. Offices in the building include the Tutoring Center, Writing Studio, and the new Vanderbilt Institute of Digital Learning.

Opening in fall 2014, Kissam Center will be the fourth stu-dent center, located near the new Warren College and Moore College residential living-learning communities. A completely new facility, Kissam Center will be home to more meeting and event spaces as well as another dining option for students on campus.

Recreation and SportsGraduate and professional students are encouraged to participate in the many physical activity classes, intramurals, and sport clubs offered by the university. All students pay a mandatory recreation fee which supports facilities, fields, and programs (see the chapter on Financial Information). Spouses must also pay a fee to use the facilities.

Physical activity classes offered include racquetball, fly fish-ing, and lifeguarding/CPR/first aid, along with rock climbing and kayaking. Forty-five sport clubs provide opportunity for participation in such favorites as sailing, fencing, rugby, and various martial arts.

The university recreation facilities include gymnasiums, tracks, and two softball diamonds. The three lighted multi-purpose playing fields are irrigated and maintained to assure prime field conditions.

The Vanderbilt Recreation and Wellness Center is 289,000 square feet and houses a 36 meter x 25 yard swimming pool; four courts for basketball, volleyball, and badminton; six racquetball and two squash courts; a four-lane bowling alley; more than 14,000 square feet of weight/fitness room space; a wood-floor activity room; a rock-climbing wall; a mat room; seven multipurpose rooms; locker rooms; and a wellness center. The field house includes a 120 yard turf field surrounded by a 300 meter indoor track. An outside sand volleyball court and an Outdoor Recreation facility complement the VRWC. The facil-ity is available for varsity teams, intramural sports, club sports, and informal recreation.

For additional information, please visit vanderbilt.edu/recreationandwellnesscenter.

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THE Vanderbilt University School of Medicine admin-isters degree programs that provide students with the knowledge, skills, and attitudes they will need to

practice safe, effective, ethical, evidence-based, and patient-centered health care in the 21st century, and to contribute to the knowledge base supporting it.

Mission of the SchoolThe mission of Vanderbilt University School of Medicine is

to improve human health. To achieve this goal, we will:

• Preparephysicians,scientists,andeducatorsforposi-tions of worldwide leadership;

• Discoveranddisseminatenewknowledgethatadvancesunderstanding of health and disease;

• Providecompassionate,personalizedpatientcareofthe highest quality in service to our local, national, and global communities;

• Embraceacultureoflifelonglearning,innovation,andcontinuous improvement;

• Createadiverseandbroadlyinclusivecommunityoffaculty, staff, and students that enriches our learning environment and ensures excellence in research and patient care;

• NurtureandprotectVanderbilt’suniquelegacyofcooperation, collegiality, and mutual respect;

• Fosterthepersonalandprofessionalgrowthofallmem-bers of the Vanderbilt community, as we continuously strive to realize full potential.

The school’s mission includes the education of physicians at all levels of their professional experience: medical school; postgraduate education, including basic science and clinical training; and continuing education and professional develop-ment for the practicing physician. In addition several master's level and two additional doctoral degrees in health care profes-sions are offered.

Vanderbilt University Medical Center acts as a classroom for trainees and serves as a laboratory for clinical research. Faculty members teach the practice of exemplary patient care at all levels; model programs of health care delivery, at primary, secondary, and tertiary levels; and fulfill the school’s responsibility for community service.

In addition to teaching, members of the medical school faculty have a complementary responsibility to generate new knowledge through research. At Vanderbilt, research encompasses basic scientific questions, issues in clinical care, questions related to the health care system, and scholarship in the medical education process itself. Vanderbilt is recognized as one of the leaders in research among medical schools in the United States.

Honor SystemThe Honor System at Vanderbilt University School of Medi-cine is conducted by students for the benefit of students, faculty, staff, and patients. The Honor System, as delineated by the Honor Code, requires students to conduct themselves with honor in all aspects of their lives as physicians-in-training.

By demanding great responsibility, the Honor System fosters an environment of freedom and trust that benefits the entire medical school. In signing this statement upon enrollment, each student agrees to participate in the Honor System and abide by its code.

As representatives of the Vanderbilt University School of Medicine and the medical profession, students pledge to con-duct themselves with honor and integrity at all times. Both the Promotions Committees and Honor Council serve to protect the environment of trust created by this Honor System. The Promotions Committees periodically evaluate each student’s performance with special attention to work and conduct appropriate for the practice of medicine. The Honor Council serves to educate the student body about their responsibili-ties outlined in the written code; to conduct investigations and hearings regarding reported violations of the code; and to decide the nature of penalties deemed appropriate for such violations. Decisions reached by the Honor Council do not preclude the discussion of reported violations by the Promo-tions Committee, as the Committee may examine these inci-dents in the larger context of a student’s general performance.

The Honor CodeAll students pledge to conduct themselves honorably, profes-sionally, and respectfully in all realms of the Medical Center and in all aspects of medical education and patient care. Under the Honor System, the student pledges that he or she neither gives nor receives unauthorized aid nor leaves unreported any knowledge of such aid given or received by any other student. Unauthorized aid includes the use of any examinations from previous semesters that have not been pre-approved by the course director and made readily available to all other students taking the course. This pledge applies to all course work, examinations, and presentations, or any other activities required for the awarding of the M.D. degree. This pledge encompasses all clinical work involving patient care and representations of patient care information. Any student taking a course in the School of Medicine, regardless of where registered, is under the jurisdiction of the Honor Council of Vanderbilt University School of Medicine (VUSM) and subject to the penalties it may impose.

Constitution of the Honor Council

Article I—Name The name of the council shall be the Honor Council of Vanderbilt

University School of Medicine.

Article II—Purpose1. To receive and evaluate evidence of Honor Code violations and to

assure against false accusations.2. To determine guilt or innocence.3. To forward to the dean of the School of Medicine appropriate penal-

ties for the guilty.

Medical Education at Vanderbilt


Article III—Membership and Officers1. A faculty member shall be appointed by the dean of the School of

Medicine as the Honor Council adviser. His/her roles include ensuring that all the rules are followed. In the case of an accusation, he/she will decide with the chair of the Honor Council whether there is sufficient evidence to proceed with a trial after a formal investigation has been carried out

2. The first, second, third, and fourth year classes shall elect two rep-resentatives to the Honor Council. These representatives may hold additional offices in the class.

3. The vice president of the fourth year class shall be chair of the Honor Council. He or she will appoint the secretary of the Honor Council from among the eight elected representatives.

Article IV—Duties of Officers1. It shall be the duty of the chair to preside at all meetings of the honor

council, to arrange for the hearing of any student accused, and to perform all duties common to his or her office.

2. The secretary shall keep full minutes of all meetings and full proceed-ings of all hearings, which must be kept in permanent files. The sec-retary shall notify all members of all hearings, meetings, and retreats and shall perform any other related duties.

Article V—Meetings1. One regular meeting shall be held within four weeks of the start of the

school year. At this meeting, the chair of the Honor Council and the faculty adviser will explain the duties and procedures of the Honor Council to the members.

2. Special meetings may be called by the chair at any time and must be called within ten (10) working days when requested by two or more members of the Honor Council.

3. All meetings shall be conducted according to Roberts Rules of Order, Newly Revised.

4. A meeting by the Honor Council to re-evaluate and review the Honor Code should be convened a minimum of every four years.

Article VI—Quorum Five members of the Council of nine shall constitute a quorum.

Article VII—Hearings 1. A hearing shall be called by the chair of the Honor Council, if appropriate. 2. The accuser and the accused must be present at all hearings during

the presentation of evidence and the accused has a right to question the accuser and any witnesses and make a statement to the Council.

3. Legal counsel will not be allowed for any party at a hearing, but the accused may have present a character witness or non-legally trained faculty adviser if he or she so chooses.

4. Any member of the Honor Council related by birth or marriage to the accused or the accuser or who has any other personal interest in the hearing shall relieve himself/herself from participation in that hearing.

5. The proceedings of the hearing are confidential and any member pres-ent at the hearing is not at liberty to discuss them with anyone other than the members of the Honor Council present at the hearing or other persons with a legitimate need to know, e.g., law enforcement agents.

6. Upon completion of the review of evidence, the Honor Council in closed executive session shall reach a decision of “guilty” or “not guilty” of violation of the Honor Code by simple majority vote. The Honor Council shall make its determination using a standard of proof "beyond a reasonable doubt." The chair has a vote in all decisions unless contraindicated by Roberts Rules of Order.

7. Written notice of the decision will be sent to the accused and to the dean of the School of Medicine. The dean will also receive the vote count, a written summary of the case, and an oral report of the case from the chair. The Promotions Committee will not be notified unless

a verdict of “guilty” has been found. In the case of a “guilty” verdict, the Promotions Committee will receive a written summary of the proceedings. The written summary also will be kept in the permanent records of the Honor Council.

8. When the Honor Council reaches a decision of “guilty,” the penalty, representing the majority opinion of the Honor Council, shall be sent to the dean of the School of Medicine. The recommended penalties should conform to the severity of offenses and may include expulsion from the School of Medicine.

Article VIII—Publicity1. Each new student entering the School of Medicine will be informed

by the Honor Council as to the functions of the Honor System and his or her obligations to the Honor Code. Each student will be provided a copy of the Constitution and Bylaws of the Honor System and the Honor Code.

2. At the commencement of each academic year, all students shall reaffirm their commitment to the Honor System by signing the Honor Code.

3. Names of the members of the Honor Council will be made known to all students upon commencement of each academic year. The Honor Council members will be accessible to any student to address concerns or questions regarding protocol, violations, or other Honor Council issues.

4. All written examinations will include a blank space where students will be required to freehand write the statement, “I continue to abide by the Honor Code.” The student must sign below the statement. All written examinations must contain the student’s written statement and signature to be considered complete.

Article IX—Miscellaneous In case a student withdraws from the School after a charge has been

made against him or her and before the hearing, the Honor Council shall record the facts and the accused shall not be allowed to re-enter until he or she has had a hearing before the Honor Council.

Article X—Amendments Amendments to this Constitution shall require for their adoption the

approval of a majority of the total membership of the Honor Coun-cil and ratification by a majority of the voting student body. These amendments must be approved by the dean of the School of Medi-cine and the faculty adviser before becoming final.

Bylaws

Article I—Reporting an Incident1. If a student or an instructor has reason to believe that a breach of the

Honor Code has been committed, he/she must, within seven class days, report the incident in signed written form in one of the following ways:

A. Directly to the chair of the Honor Council, or B. By way of the faculty adviser who will notify the chair of the

Honor Council, or C. To any member of the Honor Council, who will report

directly and only to either the chair or the faculty adviser.2. Failure to take action on an incident is a breach of the Honor Code.

Students are required to report in writing any suspected violations of the Honor Code.

3. Once an incident is reported, it shall be the responsibility of the Honor Council, not the student or instructor, to investigate the incident and determine the next course of action. The student or instructor who reports a violation is charged with maintaining confidence of his or her accusation; the accused is also required to maintain the confidence of

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the accusation and the hearing. Such confidence can be broken only as required in response to law enforcement agencies and to assure access to appropriate advice.

4. Perjury before the dean or any Honor Council member regarding the reporting of or investigation of an incident is a breach of the Honor Code and is subject to punishment.

5. Once an incident has been reported, the chair and the faculty adviser will meet to discuss the incident. The chair shall appoint a commit-tee of two members from the Honor Council to investigate the case and report its findings to the faculty adviser and the chair. These two members shall be ineligible to vote. At the conclusion of the investiga-tion, the chair and faculty adviser will then decide whether to convene the Honor Council. If the decision is made to convene the Honor Council, the student in question will be notified that he/she has been formally accused of a violation of the Honor Code. The Honor Council should be convened within ten class days from the initial reporting of the incident. Both the accuser and the accused will be notified of the nature of the charge as well as the time and place of the assembly of the Honor Council.

6. Once the Honor Council is assembled, the accusation will be pre-sented by the chair, and a hearing will be held by the Honor Council.

7. A student who reports a personal Honor Code violation will be given consideration for his/her initiative in reporting his/her own transgres-sion. The chair, with advice of the faculty adviser, will decide if an investigation is warranted.

Article II—Penalties1. Penalties given to those declared “guilty” will be recommended by the

Honor Council and enforced by the dean of the School of Medicine as he or she sees fit. The final decision and penalty will be reported by the dean to the student involved, to the reporting individual, and to the Honor Council.

2. Penalties may range from the minimum of failure of the assignment to the maximum of expulsion from the Vanderbilt University School of Medicine.

3. If the violation was committed under extenuating circumstances, the Honor Council may, by a majority vote, recommend a suspension of the sentence. However, suspension of the sentence shall in no way alter the findings of “guilt” under the Code.

Article III—AppealsAppeals to any final actions that result from Honor Council hearings can

be made with a petition to the Vanderbilt University Appellate Review Board as follows:

A. The appeals petition must be in writing. B. It must specify the grounds for appeal. C. It must be filed within seven class days of the original

notification of the verdict or within two weeks if school is not in session for seven days following the notification.

Article IV—Summer Honor Council 1. The Summer Council will have official functions from the day following

university Commencement exercises until the day class registration begins for the fall semester.

2. The Summer Council will be composed of the representatives of the rising second- through fourth-year classes as designated. The eighth and ninth members will be appointed by the faculty adviser from the rising student body.

3. In the event that a designated member will not be in Nashville during the summer, then the respective class president should appoint a member of his or her class, who will be in Nashville, to be approved by the Honor Council,.

4. In the event that the designated chair will not be in Nashville during the summer, then the faculty adviser should recommend a chair from the members of the Summer Council subject to council approval.

Standards of Behavior for Interactions with Medical Students1

Statement of StandardsIn practice, physicians are held to high standards of profes-sionalism and patient care. The medical learning environment is expected to facilitate students’ acquisition of the professional and collegial attitudes necessary for effective, caring, and compassionate health care. The development and nurturing of these attitudes requires mutual respect between teachers (including faculty, residents, and staff) and students, and between each student and his or her fellow students.2 Mutual respect between student and teacher, and between fellow stu-dents, may be expressed in many ways but all interactions shall include honesty, fairness, and evenhanded treatment. Behavior which is inimical to the development of mutual respect shall be prohibited. Such behavior may include but is not limited to:

(1) Harassment of a sexual nature;

(2) Discrimination or harassment based on race, sex, religion, color, national or ethnic origin, age, disability, military service, sexual orientation, or gender identity.

(3) Grading, promoting, or otherwise evaluating any student on any basis other than that student’s performance or merit. 1 All Vanderbilt University policies concerning medical student interactions with faculty and staff as set forth in the Vanderbilt University Student Handbook, the Faculty Manual, and the Staff Manual remain in full force and effect.

2 By their express terms, these Standards apply only to interactions which involve one or more medical students; however, it is hoped that these Standards will serve as a guide to all members of the Vanderbilt University Medical Center community. The reporting procedure outlined herein shall apply only to allegations of the violation of these Standards in interactions involving medical student(s).

CommentsThe following delineates more clearly the behavior enumer-ated above which may be inimical to the development of mutual respect between students and teacher and between fellow students. For purposes of these Comments, the term “person” shall refer to a student in interactions between fellow students or, in student-teacher interactions, to the student or teacher, as appropriate.

(1) Harassment of a sexual nature may include:a. Denying the opportunity for training or rewards

because of a student’s gender;b. Requesting sexual favors in exchange for grades or

other awards;c. Making unwanted sexual advances;d. Unreasonable and inappropriate sexual or sexist

conduct directed towards any person;e. Displaying in an unreasonable and inappropriate

manner sexually suggestive or pornographic materials; or

f. Grading or evaluating a student based upon gender rather than performance and merit.

(2) Discrimination and harassment may include:a. Denying the opportunity for training or rewards

because of a student’s age, race, religious affilia- tion, or any other attribute of the student other than merit or performance;



b. Unreasonable and inappropriate conduct directed towards any person which is intended to insult or stigmatize that person;

c. Exclusion of a student from any usual and reasonable expected educational opportunity for any reason other than as a reasonable response to that student’s performance or merit;

d. Requiring a student to perform personal services such as shopping or babysitting;

e. Showing favoritism among students based upon any attribute of the student(s) other than performance or merit and thereby reducing educational opportunities available to the nonfavored student(s); or

f. Grading or evaluating a student based upon any attribute of a student other than that student’s perfor mance and merit;

g. Any physical mistreatment, such as hitting, slapping or kicking, or threatening such physical mistreatment;

h. Requiring a student to perform menial tasks with the intent to humiliate the student.

Any perceived violation of these Standards of Behavior (“Standards”) may be reported in accordance with the fol-lowing procedure. Violations of these Standards may subject the offender to disciplinary action. These Standards may be amended at any time by the Executive Faculty. The Standards Committee shall be composed of such members as the dean shall appoint from time to time.

Reporting ProcedureWhen a student feels that he or she has been mistreated, the student is encouraged to report the incident to the medical school’s ombudsman. The ombudsman is introduced to the students during orientation and is not a member of the admin-istration, nor a director of a major medical school course. He works closely with Vanderbilt’s Equal Opportunity, Affirma-tive Action, and Disabilities Services (EAD) office to handle all reported incidents of mistreatment. The ombudsman carefully reviews each incident with the student and develops an action plan accordingly. Students are fully protected from retribution in all cases. The ombudsman has the full support of the medical school administration in handling these delicate matters.

Vanderbilt University School of Medicine Compact Between Teachers and Learners

PreambleAs a community of teachers, learners, physicians, and physi-cians-in-training, we acknowledge the fundamental importance of our professional values in creating and maintaining an envi-ronment that promotes the highest standard of learning and the highest quality of patient care. The following principles charac-terize this environment and guide us in making daily decisions: Respect, Service, Integrity, Accountability, Scholarship, and Compassion. Recognizing that in an academic community we are teachers and learners simultaneously, we make the following commitments with the understanding that each applies to all of us, regardless of our status as faculty, resident, or student.

Commitments of Teachers•Wewillrespectstudents,colleagues,staffandpatientsas

individuals.‡

•Wewillstrivetoprovidethehighestqualityinstruction,by preparing adequately for all teaching sessions, using evidence-based content, arriving on time, and admit-ting any gaps in knowledge. We will strive for continu-ous improvement in our teaching efforts by responding to feedback and evaluation.

•Wewilldemonstraterespectforourlearnersbyturn-ing off cell phones and silencing pagers during ses-sions we teach, unless they are required for service responsibilities.

•Wewillclearlyexpresslearningobjectivesforallcoursesand teaching sessions, and understand how these promote the learning objectives of the school. We will clearly define any specific academic and behavioral expectations for our classes.

•Wewillbeawareofinstitutionalandnationalpolicies,such as duty hours, and make sure that our expecta-tions are consistent with those policies.

•Wewillnotdemandthatourlearnerstakeactionsthatare inconsistent with professional ethics. We will assign tasks that are appropriate for stage of learning, level of responsibility, and status as students. If an assigned task conflicts with the personal ethics of a learner, we will discuss this with the student and attempt to resolve the conflict in a manner that respects the student while plac-ing priority on the interests and well-being of the patient.

•Wewillrecognizetheresponsibilitiesimplicitinourrolesas mentors and coaches, and in the spirit of cultivating excellence in our learners, provide timely and construc-tive feedback.

•Wewillrecognizeourstatusasrolemodels,andinourinteractions with patients, staff, and students, we will exhibit the same standard of professional behavior that we expect from others.

•Weacknowledgethattheteacher-learnerrelationshipisa model for the doctor-patient relationship, and will strive to know our students as individuals, answer their correspondences promptly, exercise concern for their well being, and treat them with compassion.


•Wewilldemonstratehonestyandintegrityinallacademicendeavors, including examinations, research efforts, and patient care entries.

•Wewillstrivetocreateacultureofsafety.Thiscultureincludes evaluation for disclosure, event analysis, and process change when a safety concern is identified.

Commitments of Learners•Wewillrespectstudents,colleagues,staffandpatientsas

individuals‡•Wewillstriveforexcellenceinattainingtheknowledge,

attitudes and skills needed for the highest standard of patient care.

•Wewillattendalllearningsessionsdesignatedasrequiredby our teachers, which will include all patient presenta-tions and small group sessions. We will demonstrate respect towards teachers and peers by arriving on time, turning off cell phones, silencing pagers, and complying with other specific expectations defined by the faculty.

•Wewillwearappropriateattire.Intheclassroomsetting,it should not cause distraction and in the presence

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of patients, whether in classroom or clinical settings, it should comply with patient expectations and the standards published by the institution.*

•Wewillworkeffectivelyinteams,respectingthecon-tributions of all members, assuming a fair share of responsibility, and performing leadership tasks with a sense of service to others.

•Wewillacknowledgeandseekhelpwhenanassignedclini-cal task is beyond our level of skill. If an assigned task conflicts with personal ethics, we will discuss this with the supervising physician and strive to reach a resolution that places priority on the interests of the patient.

•Wewillrecognizeourobligationsasacollegialcom-munity, sharing knowledge and assisting peers in their quest to achieve professional and personal goals. We will assist our colleagues in distress.

•Wewillestablishthehabitofcriticalreflection,acknowl-edge gaps in our knowledge, recognize our limitations, and strive for constant self-improvement.


•Wewilldemonstratehonestyandintegrityinallacademicendeavors, including examinations, research efforts and patient care entries.

•Wewillstrivetocreateacultureofsafety.Wewillacceptresponsibility for errors and near-errors by disclosing them, analyzing them and implementing changes that would prevent similar events in the future.

•Inthespiritofcontinuousqualityimprovement,wewillaccept the responsibility of constructive evaluation of our courses and teachers.

AcknowledgementsThis document draws heavily from the following sources:

1. Association of American Medical Colleges, Compact Between Teachers and Learners of Medicine, http://www.aamc.org/newsroom/pressrel/compact.pdf , 11/04/2001.

2. National Board of Medical Examiners, Center for Inno-vation, The Behaviors of Professionalism, http://ci.nbme.org/professionalism/Behaviors.asp. 3/20/04

3. ABIM Foundation, ACP-ASIM Foundation, and Euro-pean Federation of Internal Medicine, Medical Profes-sionalism in the New Millennium: A Physician Charter, Annals of Internal Medicine, 136:3, 243-6, 2002.

‡ In compliance with federal law, including the provisions of Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendment of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA) of 1990, the ADA Amendments Act of 2008, Executive Order 11246, and the Uni-formed Services Employment and Reemployment Rights Act, as amended, and the Genetic Information Nondiscrimination Act of 2008 , Vanderbilt University does not discriminate against individuals on the basis of their race, sex, religion, color, na-tional or ethnic origin, age, disability, or military service, or genetic information in its administration of educational policies, programs, or activities; admissions policies; scholarship and loan programs; athletic or other university-administered programs; or employment. In addition, the university does not discriminate against individuals on the basis of their sexual orientation, gender identity, or gender expression con-sistent with the university’s nondiscrimination policy. Inquiries or complaints should be directed to Anita J. Jenious, J.D., Director; the Equal Opportunity, Affirmative Action, and Disability Services Department; Baker Building; PMB 401809, 2301 Vanderbilt Place; Nashville, TN 37240-1809. Telephone (615) 322-4705 (V/TDD); FAX (615) 343-4969.

*Vanderbilt University Medical Center dress code may be found online, at http://vumcpolicies.mc.vanderbilt.edu/E-Manual/Hpolicy.nsf/AllDocs/1E5EC2E427F2D35D8625692000758C4E

Competencies for Learners across the ContinuumThe following set of core competencies was adopted by the Undergraduate Medical Education Committee in 2009 and updated in July 2012. These competencies represent goals for medical education across the continuum, and while it is expected that students will be able to demonstrate some degree of mastery in all of them by the time of graduation, it is not expected that all graduating students will be expert in all of them. These core competencies are based on the six ACGME competencies that guide learning throughout postgraduate medical education.

I. Medical KnowledgePhysicians must understand established and evolving biologi-cal, clinical, epidemiological and social-behavioral sciences and must be able to apply this knowledge to patient care. Learners will be able to:

•MK1.Explainthebiological,behavioralandsocialfactorsthat promote health or predispose individuals to illness, and how these may be used in partnership with patients to predict, prevent or mitigate the onset of disease.

•MK2.Demonstratedeepknowledgeofthesciencesessen-tial for one’s chosen field of practice.

•MK3.Demonstrateknowledgeofthesciencesthatsupportother specialty fields as they relate to one’s own practice.

•MK4.Demonstrateknowledgeofthesciencesunderlyingthe common and important health and wellness issues affecting our society and other societies around the globe.

•MK5.Demonstrateanappreciationfortheimportanceof the sciences that underlie the effective practice of medicine and the resulting commitment to maintain an up-to-date fund of knowledge through continuous learning.

•MK6.Applyknowledgeofthescientificmethod,repro-ducible research, and experimental design in evaluating questions of interest.

•MK7.Collect,analyze,andinterpretnewinformationtoenhance knowledge in the various disciplines related to medicine.

II. Patient CarePhysicians must consistently provide care that is compas-sionate, culturally competent, safe, efficient, cost sensitive, appropriate, and effective for the treatment of illness and the promotion of health. Learners will be able to:

•PC1.Performaproblem-focusedorcompletehistoryandphysical examination as indicated, and to obtain neces-sary diagnostic studies, including imaging, laboratory and procedural tests.

•PC2.Interpretclinicalinformationandformulateaprioritized differential diagnosis that reflects the use of medical knowledge in a probabilistic reasoning process.

•PC3.Formulateamanagementplanbasedonevaluationof the scientific evidence as well as on the patient’s values, cultural background, beliefs and behaviors; criti-cally review the literature with an understanding of the levels of evidence provided by typical experimental or study designs, measurement techniques, and analyses; recognize common forms of bias.

•PC4.Implementacomprehensivemanagementplanthatwould include performing indicated procedures within the scope of one’s training



•PC5.Utilizeknowledgesupporttoolssuchasevidence-based diagnostic criteria, management guidelines and point-of-care information resources.

•PC6.Utilizeinformaticsandhealthinformationtechnol-ogy in support of patient care in a manner that reflects understanding of their capabilities, limitations, benefits, and risks. Examples include the electronic health record, computerized physician order entry, decision support systems and messaging systems.

•PC7.Demonstrateclinicaljudgmentthatissafeandcom-mensurate for the level of training.

•PC8.Re-examineandaddresspriordecisionswhendesired outcomes are not achieved and/or the patient is dissatisfied.

III. Interpersonal and Communication SkillsPhysicians must be able to communicate in ways that result in safe, culturally sensitive, effective and respectful information exchange and create beneficial partnerships with patients, their families, and other health professionals. Learners will be able to:

•ICS1.Discusstheenduringvalueofeffectiverelation-ships and the factors that can facilitate or impede their formation, including power imbalances and social, economic, and cultural differences.

•ICS2.Demonstratesensitivitytothediversitywithwhich people perceive, think, learn, communicate, and make decisions, both individually and in groups, and an understanding of how these processes might be impacted by illness.

•ICS3.Explaintheelementsofavalidatedprovider-patientcommunication model, and demonstrate appropriate components of the model during patient interactions.

•ICS4.Discussthestrengths,limitationsandappropriateapplications of various communication modalities, and utilize verbal, non-verbal, written, electronic, graphic, synchronous, and asynchronous modalities in appropri-ate ways.

•ICS5.Discussthechallengesandopportunitiescreatedby cross-cultural communications and their potential impact on patient care, health disparities and health outcomes, and engage support systems that facilitate cross-cultural communication.

•ICS6.Discusstheelementsofeffectiveteambuildingandutilize appropriate techniques to create, participate in, and lead effective teams.

•ICS7.Establishandutilizeeffectivecommunicationstrat-egies with patients, families, and healthcare colleagues, regardless of their cultural background.

•ICS8.Buildandsustaineffectiverelationshipsinawidevari-ety of settings and with persons from diverse backgrounds.

•ICS9.Effectivelymanageinterpersonalconflictandprovide and receive constructive feedback.

•ICS10.Disclosemedicalerrortopatients,familiesandhealth care providers in a manner that is truthful, sensi-tive, responsible, constructive and supportive.

IV. ProfessionalismPhysicians must possess the knowledge, skills and attitudes necessary to carry out professional responsibilities, adhere to ethical standards and establish and maintain productive, respectful relationships with patients and colleagues. Profes-sionalism applies to formal and informal interactions in

education systems, in health care practice settings, and in the wider community. Learners will be able to:

•PR1.Discussthedutiesandobligationsofthemedicalprofession, its health care institutions and its individual practitioners to patients, communities and society.

•PR2.Placetheprimacyofthepatientinallhealthcareendeavors.

•PR3.Workforamorejusthealthcaresystem,includingthe ability to advocate effectively on behalf of individual patients and patient populations.

•PR4.Discusstheprinciplesofbiomedicalethicsandapplythese principles in practical contexts.

•PR5.Demonstratehonestyandtransparencyinalldeal-ings with patients, learners, and colleagues.

•PR6.Complywiththeprofessionalandlegalstandardsthat safeguard patient confidentiality.

•PR7.Discusstheconceptssurroundingconflictofinterestand competing priorities; identify and manage these in ways that maintain the primacy of patient interests and the health of the public.

•PR8.Demonstratecompassionandrespectforallpersons regardless of differences in values, beliefs and experiences.

•PR9.Demonstrateawarenessofthevulnerabilityofpatients and the inherent power differentials in organi-zational and interpersonal relationships, and respect the boundaries that define therapeutic relationships.

•PR10.Seekexcellenceinallprofessionalendeavors.

V. Practice-Based Learning and ImprovementPhysicians must be able to continuously improve patient care by investigating and evaluating outcomes of care and by engaging in learning activities which involve critical appraisal and assimilation of scientific evidence and application of relevant knowledge to individual patients and populations. To demonstrate competence in practice-based learning and improvement, each learner will be able to:

•PBLI1.Systematicallycollect,monitor,andanalyzedatadescribing current performance at the individual, team and/or systems levels in an effort to achieve the highest possible quality of care.

•PBLI2.Continuouslypursueknowledgeregardingbestpractices and optimal patient outcomes.

•PBLI3.Comparedataaboutcurrentperformanceattheindividual, team, and/or systems level with expected outcomes, and identify and implement the learning strategies needed to improve performance.

•PBLI4.Developandimplementimprovementprojectsusing a systematic approach that employs the principles of improvement science.

•PBLI5.Recognize,acknowledgeandanalyzemedicalerrors and devise system-based strategies that would prevent similar errors in the future.

VI. Systems-Based PracticePhysicians must understand and respond to the larger context and system of health care and effectively call on system resources to provide care that is of optimal value. Learners will be able to:

•SBP1.Explainwhyhealthcareofoptimalvalueissafe,effective, patient-centered, culturally sensitive, timely, efficient, and equitable.

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•SBP2.Explainbasicprinciplesofsystemsscienceandtheways in which people, processes, technology and policy combine to form systems.

•SBP3.Describethebasicorganizationofhealthcaresystems, including the various relationships between patients, providers, practices, institutions, insurers and benefits managers, community health organizations, federal and state regulators, accrediting bodies, profes-sional organizations, licensing boards, the pharmaceuti-cal and biotechnology industries, and legislators.

•SBP4.Compareandcontrastthelocalsystemsinwhichacute patient care and health maintenance are provided, such as emergency departments, outpatient clinics, hospi-tals, mental health clinics, public health clinics, pharma-cies, etc.; coordinate patient care within these systems.

•SBP5.Describedifferenthealthprofessionals’rolesandresponsibilities within the health care delivery system and maximally utilize the capabilities of all healthcare team members to achieve optimal patient outcomes.

•SBP6.Discussthekeyelementsofleadership,manage-ment and organizational behavior and how these elements apply in teams, healthcare organizations, and society; demonstrate these in one’s own leadership roles.

•SBP7.Describehowpublichealthandhealthpolicyshapethe nature of our healthcare system and discuss how and when clinicians must interact with public health officials and policymakers.

•SBP8.Explainrisk,complexity,resilienceandrelatedconcepts that influence the performance of humans and the systems in which they work.

•SBP9.Design,analyzeandevaluatehealthcaremicro-systems, and propose interventions that will improve quality, safety and cost-effectiveness.

Center for Experiential Learning and Assessment (CELA)The Center for Experiential Learning and Assessment (CELA) provides an educationally rich simulation environment for training our students and other health care professionals to practice the highest quality clinical care. Simulation technol-ogy has now become a standard for medical education, surgi-cal training, and health care team training. Such programs have resulted in improved performance, quicker response time, and less deviation from practice standards. Healthcare simulators increase trainee confidence and competence, improve patient safety, and can also yield cost and process efficiencies. Our work is grounded in theory-based research and informed by the best educational practices for competent clinical practice. CELA is also instrumental in conducting rigorous research that extends our knowledge and practice of experiential learning and assessment by simulations. The center consists of three programs: the Program in Human Simulations, the Simulation Technologies Program, and the Program in Advanced Anatomy and Simulated Skills. The first program brings the traditional standardized patient methods toward a broader use of simulations involving all aspects of human interaction in medicine. The Simulation Technologies Program emphasizes the sophisticated use of computers, task trainers, virtual reality and mannequin-based technologies to simulate clinical challenges. The Program in Advanced Anatomy and Simulated Skills is possible thanks to cadaveric gifts made through the Anatomical Donations Program. All

programs provide both unique and integrated approaches to training our medical students in a safe and effective educa-tional environment.

Graduate Medical EducationVanderbilt University Medical Center has built a strong reputa-tion as a national and international leader in medical education of health professionals, research in medical science, and patient care. Residency training began at Vanderbilt University Medical Center with just twelve residents in 1925. Now, VUMC trains almost 1,000 house staff in more than 80 accredited residency and fellowship programs.

Residency Training Students preparing for the practice of medicine usually spend three or more years in residency training in order to be able to sit for the certification examination in their chosen specialty. Such supervised experiences at Vanderbilt cover an incred-ibly broad range of specialties and allow the learner to gain graduated responsibility with the ultimate goal of independent practice. Vanderbilt attracts highly qualified candidates from diverse backgrounds, ensuring a house staff that is devoted to delivering safe, high-quality patient care, to succeeding in their chosen discipline, and to teaching other learners in the process.As a result, the house staff take their responsibility in medical student teaching as both an honor and a privilege and devote considerable time to the medical students.

In addition to their primary responsibilities at Vanderbilt Uni-versity Medical Center (including Vanderbilt University Hospital, Monroe Carell Jr. Children’s Hospital at Vanderbilt, the Vander-bilt Psychiatric Hospital, and The Vanderbilt Clinic), the residents also work in a variety of other clinical settings across Nashville including the Veterans Administration Hospital, St. Thomas Midtown (formerly Baptist Hospital), and St. Thomas West, with supervision by outstanding faculty in each setting.

Vanderbilt University Medical Center (VUMC) is a major referral center and consequently has a patient population with complex pediatric, medical and surgical problems. The Veterans Administration Hospital, adjacent to VUMC, serves veterans and their families from throughout the mid-south and is an important component of the teaching program. All physicians at the VA Hospital are full-time faculty members of the School of Medicine.

Post-Residency Clinical FellowshipsAfter residency training, many physicians choose to pursue further subspecialization through a clinical fellowship. Fellows admitted to these programs must have completed an approved residency program. These training programs have as their goal the training of physicians for practice and certification in a medical subspecialty. As with the residents mentioned above, the fellows are expected to participate in departmental activities related to teaching, clinical services, and research and serve as another outstanding resource for medical student education.



Office for Continuous Professional DevelopmentVanderbilt University School of Medicine and Vanderbilt University Medical Center recognize a major commitment to the continuous professional development of Vanderbilt and community physicians and others in the health professions. At Vanderbilt, continuing medical education is considered an important part of the continuum of medical education which is initiated in the undergraduate experience, progresses through graduate medical education, and matures in ongoing continuing medical education and continuing professional development. The Division of CME sponsors learning oppor-tunities for physicians and other members of the health care team that will enable them to provide the very best possible care to their patients and perform optimally in their other professional responsibilities as measured by improvements in competence, performance, and patient health status. In 2014, the Vanderbilt University School of Medicine Division of CME was awarded Accreditation with Commendation by the Accreditation Council for Continuing Medical Education (ACCME), recognizing demonstrated engagement with the quality improvement enterprise in a way that supports physi-cian learning and quality patient care.

Vanderbilt has also been recognized by the Multi-Specialty Board of the American Board of Medical Specialties (ABMS) as a certified site for the Maintenance of Certification (MOC) Portfolio Program. The MOC Portfolio Program was estab-lished by ABMS to permit institutions such as Vanderbilt to provide support to physicians who are pursuing Maintenance of Certification Part IV projects, thus aligning physicians’ performance improvement requirements with the institution’s performance improvement goals. The Vanderbilt MOC Port-folio Program is a collaborative effort of the Office of Quality, Safety and Risk Prevention, the Informatics Center, and the Office for Continuous Professional Development.

Inquiries about CME or MOC should be directed to the Office for Continuous Professional Development or to depart-ments and divisions about specific programming.

History of the SchoolThe first diplomas issued by Vanderbilt University were to sixty-one doctors of medicine in February of 1875, thanks to an arrangement that recognized the University of Nashville’s medical school as serving both institutions. Thus, Vanderbilt embraced a fully-organized and functioning medical school even before its own campus was ready for classes in October of that year.

The arrangement continued for twenty more years, until the school was reorganized under control of the Board of Trust. In the early days, the School of Medicine was owned and operated as a private property of the practicing physi-cians who composed the faculty and received the fees paid by students—a system typical of medical education in the United States at the time. Vanderbilt made no financial contribution to the school’s support and exercised no control over admis-sion requirements, the curriculum, or standards for gradua-tion. After reorganization under the Vanderbilt Board in 1895, admission requirements were raised, the course was length-ened, and the system of instruction was changed to include laboratory work in the basic sciences.

The famous report of Abraham Flexner, published by the Carnegie Foundation in 1910 and afterward credited with

revolutionizing medical education in America, singled out Vanderbilt as “the institution to which the responsibility for medical education in Tennessee should just now be left.” Large grants from Andrew Carnegie and his foundation, and from the Rockefeller-financed General Education Board, enabled Vanderbilt to carry out the recommendations of the Flexner Report. (These two philanthropies, with the addition of the Ford Foundation in recent years, have contributed altogether more than $20,000,000 to the School of Medicine since 1911.) The reorganized school drew upon the best-trained scientists and teachers in the nation for its faculty. The full benefits of reorganization were realized in 1925 when the school moved from the old South Campus across town to the main campus, thus integrating instruction in the medical sciences with the rest of the university. The school’s new quarters were called “the best arranged combination school and hospital to be found in the United States.”

Rudolph A. Light Hall, completed in 1977, is a sophisticated facility for medical education and other student activities. The seven-story structure contains 209,000 square feet of space housing the latest in laboratory equipment, audio-visual and electronic teaching tools, and multi-purpose classroom space. The second-floor student lounge is designed to foster medical student interaction and to permit informal educational experi-ences—leading to the development of physicians grounded in the sciences but enlightened by humanitarian interests and understanding.

Beginning in 1996, several new degree programs became a part of the School of Medicine. These programs include courses of study in public health (1996), clinical investigation (2000), audiology (2002), medical physics (2002), laboratory investiga-tion (2004), education of the deaf (2006), speech-language pathology (2007), and health professions education (2010).

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Doctor of Medicine (M.D.)

Requirements for EntranceVanderbilt University School of Medicine seeks students with a strong background in both science and the liberal arts who will have the baccalaureate degree before matriculation. The Medical College Admission Test (MCAT) is required and used along with other observations to predict success in pre-clinical course work.

Applicants must present evidence of having satisfactorily completed all of the minimum requirements listed below by the completion of the fall semester of the application year. A semester hour is the credit value of sixteen weeks of work consisting of one hour of lecture or recitation or at least two hours of laboratory.

Biology. Eight semester hours, including laboratory, in either general biology, zoology, or molecular biology.

Chemistry. A minimum of 16 semester hours, 8 in general inorganic chemistry, including laboratory, and 8 in organic chemistry.

While a year of inorganic chemistry is designated, Vander-bilt will accept the additional 8 hours with lab in an upper level chemistry course(s) other than organic, especially if the student has placed out of the entry level course.

English and Composition. Six semester hours.Physics. Eight semester hours, including laboratory.Advanced placement credits, CLEP credits, and pass/

fail credits are not acceptable in lieu of any requirements. Advanced courses in the same discipline may be substituted for the traditional requirements when the applicant has placed out of the entry level course.

The faculty of the Vanderbilt University School of Medicine recognizes its responsibility to present candidates for the M.D. degree who have the knowledge and skills to function in a broad variety of clinical situations and to render a wide spectrum of patient care. Candidates for the M.D. degree will ordinarily have the broad preliminary preparation to enter postgraduate medical education in any of the diverse specialties of medicine. All candidates for admission must possess sufficient intellectual ability, emotional stability, and sensory and motor function to meet the academic requirements of the School of Medicine without fundamental alteration in the nature of this program. The associate dean for admissions, in consultation with the Admissions Committee of the School of Medicine, is respon-sible for interpreting these technical standards as they might apply to an individual applicant to the School of Medicine.

Recommendations for EntranceA broad experience in non-science courses is encouraged, especially experience beyond the introductory course level in areas such as English, the humanities, the arts, and the social and behavioral sciences. A major in non-science courses does not affect selection.

Selection FactorsVanderbilt University School of Medicine (VUSM) seeks to matriculate a diverse group of academically exceptional

students whose attributes and accomplishments suggest that they will be future leaders and/or scholars in medicine. To accomplish this goal, VUSM provides a review of each candi-date by multiple members of the faculty who are broadly rep-resentative of the faculty body. The committee uses a holistic approach to evaluate an array of applicant attributes, includ-ing academic excellence, personal characteristics, accomplish-ments in research, leadership, service to others, contribution to diversity (gender, race, ethnicity, sexual preference, socio-economic background, geographic origin), and participation in extracurricular activities. A criminal background check is required before matriculation.

Medical College Admission TestThe Medical College Admission Test is given under the auspices of the Association of American Medical Colleges and is required of applicants to Vanderbilt. It is given multiple times each year. Since the examination score is used by medical schools in the selection of applicants, candidates should take the test in the spring prior to the time application is submitted, if possible. Results of the September examination are acceptable, but will delay review of the application until scores are received.

Application Procedure for AdmissionAs a convenience to the applicant, Vanderbilt University School of Medicine participates in the American Medical College Application Service. All application materials may be obtained online through AMCAS by going to aamc.org. Appli-cations are received online by AMCAS any time after 1 June and before 1 November preceding the anticipated enrollment date the next year.

The Screening Admissions Committee evaluates the initial application received through the application service. Applicants receiving a favorable initial review are invited to submit letters of recommendation and the secondary application. The Inter-view Admissions Committee evaluates the application materi-als to decide which applicants will be invited for an interview. Interviews are conducted at Vanderbilt between September and February. The Executive Admissions Committee evaluates the application materials and interview reports to decide which applicants will be invited to join the entering class. Invitations are offered on a rolling basis from October to March.

Vanderbilt does not participate in the Early Decision Program through the American Medical College Application Service and does not have an Early Assurance Program.

Vanderbilt University School of Medicine has ten dual degree programs. For all dual degrees, except the M.D./Ph.D., the first three years are spent in the medical school program. In most cases, after year three, students begin work on their other degree program. Depending on the other program, students may complete the second degree before returning to the medical school. The dual degree program allows students to reduce the period of time required to complete each degree separately, usually eliminating one full year of study. Applica-tion is made to each program separately, and admission to both programs is required to enter a dual degree program.

A single application is made to the M.D./Ph.D. program by indicating M.D./Ph.D. degree on the AMCAS application to

Admission


Vanderbilt University School of Medicine and completing the MSTP secondary application. The application will be reviewed by the MSTP admissions committee.

Transfer StudentsDue to Curriculum 2.0, transfer applicants will enter at the beginning of Vanderbilt's second year, but must have com-pleted their second year and be in good standing at an LCME-accredited U.S. or Canadian medical school. Opportunities for transfer are rare because of Vanderbilt's low attrition rate. For information regarding transferring to Vanderbilt, please contact the Office of Enrollment Services at (615) 322-2145 or [email protected].

Dual Degree ProgramsMedical Scientist Training ProgramThe central goal of the Medical Scientist Training Program (MSTP) at Vanderbilt University is to train leaders in aca-demic medicine. Our program is based on solid clinical and research training and is designed to foster the development of independent scientific careers. We provide students with an integrated curriculum comprising a strong core education in medicine and intensive training in scientific inquiry. Success-ful completion of the program leads to both the M.D. and Ph.D. degrees. MSTP students come from a diverse applicant pool drawn from throughout the nation and abroad.

MSTP CurriculumThe MSTP is a joint endeavor between the Vanderbilt Uni-versity School of Medicine and the Vanderbilt University Graduate School. Trainees are required to fulfill all of the requirements for both the M.D. and Ph.D. degrees. The MSTP allows both joint and alternating enrollment in the School of Medicine and the Graduate School.

The cornerstone of the Vanderbilt MSTP is training in sci-entific inquiry afforded by a rigorous Ph.D. experience. MSTP trainees usually complete the first two years of the medical curriculum prior to the initiation of research training.

Following completion of three laboratory rotations, train-ees select a laboratory and department for graduate studies. This selection is formalized before the end of the second year of medical school. Requirements for successful completion of the Ph.D. degree are the same for all students at Vanderbilt. The Ph.D. thesis must be successfully defended prior to reentry into medical school.

Most MSTP students will begin the third year of medical school in early July with the rest of the rising third-year class. In special circumstances, MSTP students may begin their third-year studies between July and December coinciding with the beginning of a clinical clerkship. Students beginning the M3 year in early July can participate fully in the medical school elective program, including additional research, during the fourth year. Those beginning later must use elective time in the M4 year to complete the required M3 clinical clerkships.

To facilitate the training of clinical investigators, we developed a distinct track within the Vanderbilt MSTP called the MSTP-Clinical Investigation Track (MSTP-CIT). The goal of the MSTP-CIT is to provide comprehensive training in science for physician scientists engaged in translational and patient-oriented research. This program is intended for

students who enter the MSTP after the third year of medical school or during residency or fellowship.

MSTP Program ActivitiesThere are a number of educational programs developed specifically for the training of physician scientists in the MSTP. A brief summary of the major activities follows.

Annual Retreat. The MSTP curriculum begins each year with a day-long retreat scheduled during the week that new students arrive on campus. The retreat provides an opportu-nity for interactions among MSTP students and faculty with a focus on cutting-edge science. Presentations are made by all students in the graduate phase of training.

Seminar Series. The MSTP Seminar Series is a student-driven, literature-based course in critical thinking guided by three faculty preceptors. The weekly seminar series is interdisciplinary in scope, with topics drawn from all areas of biomedicine. Students select the manuscripts to be presented as centerpieces of the seminars.

Clinical Preceptorship Program. The MSTP Clinical Preceptorship Program provides our students with exposure to clinical medicine during the period of research training. Each class is assigned two clinical mentors, an internist and a pediatrician, who work with the class for the duration of their graduate training. One half of the class works with the internist in the fall semester and the other works with the pediatrician, switching mentors for the spring semester.

Data Club. The MSTP Data Club provides a forum for stu-dents to discuss current research. All are invited to attend the monthly meetings, but the Data Club is particularly designed for graduate-phase MSTP students.

Leadership Workshop. The MSTP Leadership Workshop provides formal training in leadership. The main objectives are to offer students an opportunity to assess their individual lead-ership styles, discuss cases in research and clinical leadership, and receive didactic instruction in core leadership competen-cies. The workshop is held biennially in even-numbered years.

Career Development Workshop. The MSTP Career Devel-opment Workshop provides formal exposure to the variety of career paths chosen by physician scientists. The main focus of the workshop is on the interval from MSTP graduation to the completion of clinical and research training. Panel discussions focus on career options for physician scientists, the transition to independence, and work-family balance. The workshop is held biennially in odd-numbered years.

Physician Scientist Speaker Series. The Physician Scientist Speaker Series offers an opportunity for students to interact with renowned physician scientists who serve as excellent resources and role models. Speakers are invited by the students each semester to present a research seminar to the Vanderbilt community and give an after-dinner talk to the MSTP class.

Community Outreach. MSTP students direct the annual “Mini-MSTP” for local public school students to promote interest in developing physician scientist careers. Participants are exposed to clinical and research challenges that duplicate real-life events in the hospital and the laboratory. Mini-MSTP events included a visit to the Center for Experiential Learning and Assessment for an encounter with simulation technology, laboratory experiments, and interaction with MSTP students.

Advising Colleges. The Vanderbilt MSTP is organized into six advising colleges that serve as the primary advising mecha-nism for students in the program. Each advising college is led by two faculty members and includes one or two members of

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each class across all years of the MSTP. We also include 3 to 4 M.D./Ph.D. resident advisers in each college.

Student Advisory Committee (SAC). The MSTP SAC is appointed annually by the students to provide advice to the MSTP Leadership Team about all aspects of program admin-istration and curriculum. Two-to-three students from each class serve for two-year terms on the SAC. The SAC has been instrumental in MSTP student recruitment and development of several new curricular programs for the MSTP.

Financial SupportFunding for tuition and stipend is available for those who gain admission to the Medical Scientist Training Program. A train-ing grant from the NIH supports about twenty-five percent of the expenses for the MSTP; the remainder comes from the Dean’s Office, basic science and clinical departments, and philanthropy.

Other Dual Degree Programs

M.D./J.D.Students must apply separately to both the Vanderbilt Univer-sity School of Medicine and the Vanderbilt Law School and be accepted by both programs to pursue the dual M.D./J.D. degree.

Ideally, students will apply for joint degree status before enrolling in either program. However, medical students may elect to apply for admission to the joint degree program at any time during their first three years in the medical school. Law students who apply to the medical school during their first year in the law program may also be considered for the joint degree.

Joint degree students will complete both degrees in six years, saving one year in school, as medical school ordinarily takes four years and law school takes three.

M.D./M.S. in Biomedical EngineeringStudents must apply separately to both the Vanderbilt Uni-versity School of Medicine and the Department of Biomedical Engineering in the Vanderbilt University School of Engineer-ing and be accepted by both programs to pursue the joint M.D./M.S. in biomedical engineering degree.

Ideally, students will apply for joint degree status before enrolling in either program. However, medical students may elect to apply for admission to the joint degree program at any time during their first three years in the medical school.

Joint degree students will complete both degrees in five years, saving one year in school, since ordinarily medical school takes four years and the M.S. in biomedical engineering two years.

M.D./M.S. in Biomedical InformaticsStudents must apply separately to both the Vanderbilt Univer-sity School of Medicine and Vanderbilt’s Biomedical Infor-matics Department and must be accepted by both programs to pursue the joint M.D./M.S. in biomedical informatics degree.


Joint degree students will complete both degrees in six years, saving one-half year in school, since medical school ordinarily takes four years and the M.S. in biomedical infor-matics two and one-half years.

M.D./M.Div. and M.D./M.T.S.Students with interest in medical and divinity degrees will have the opportunity to enroll in one of two joint degree programs. Students must apply separately to the Vanderbilt University School of Medicine and the Vanderbilt Divinity School and be accepted by both to pursue the M.D./M.Div. (M.D./Master of Divinity) or the M.D./M.T.S. (M.D./Master of Theological Studies) degree.

Ideally, students will apply for joint degree status before enrolling in either program. However, medical students may elect to apply for admission to the joint degree program at any time during their first three years in the medical school. Divinity students who apply to the medical school during their first year in the divinity program may also be considered for the joint degree.

The M.D./M.Div. joint degree program will take a total of six years for completion. This saves one year as the M.D. degree ordinarily takes four years and the Master of Divinity takes three. The Master of Divinity is a professional degree and prepares students for the practice of ministry. This program has a required field education component as part of the Master of Divinity degree requirements. In this program, students will carry 15 credit hours per semester while in the Divinity School.

M.D./M.S. in Computer ScienceStudents must apply separately to the Vanderbilt University School of Medicine and the Computer Science program in the Vanderbilt School of Engineering and be accepted by both programs to pursue the joint M.D./M.S. in computer science degree. Students must meet requirements of each program for admission.


Joint degree students will complete both degrees in five years, saving one year in school, since medical school ordinarily takes four years and the computer science program two years.

M.D./M.Ed.Education is an integral part of medicine. The word “doctor” comes from the Greek word meaning “teacher.” Whether a student chooses a career in research or clinical practice, there always will be a need to teach students, patients, and colleagues. Students who choose the M.D./M.Ed. joint degree program may be interested in patient education or in a career in an academic center working in medical education. They also may be inter-ested in leadership positions at the national level that interface with health policy and education. Education will be a large part of prevention in future medical practice.

Students must apply separately to both the Vanderbilt School of Medicine and Peabody College of Education and Human Development and be accepted by both programs to pursue the joint M.D./M.Ed. degree.

Ideally, students will apply for joint degree status before enrolling in either program. However, medical students may elect to apply for admission to the joint degree program at any time during their first three years in the School of Medi-cine. Peabody students may apply for admission to the M.D. program during their first year in the master’s program.

Joint degree students will complete both degrees in five years, saving on year in school, as medical school ordinarily takes four years and the Peabody program two years.



M.D./M.P.H.Students must apply separately to the M.D. and the M.P.H. programs in the School of Medicine and be accepted by both programs to pursue the joint M.D./M.P.H. degree. Medical students may elect to apply for admission to the joint degree program at any time during their first three years in the medi-cal school.

An important component of the M.P.H. program is a mentored research investigation, which assumes a degree of student independence typically associated with fellowship or junior faculty status. Thus, acceptance into the M.P.H. program will be restricted to students who exhibit this capac-ity and will require pre-identification of a qualified faculty member willing to serve as the student’s mentor.

Joint degree students will complete both degrees in five years, saving one year in school, since medical school ordinar-ily takes four years and the M.P.H. program two years.

M.D./MBAStudents must apply separately to both the Vanderbilt Uni-versity School of Medicine and Vanderbilt’s Owen Graduate School of Managementand be accepted by both programs to pursue the joint M.D./MBA degree.

Ideally, students will apply for joint degree status prior to enrolling in either program. However, medical students may elect to apply for admission to the joint degree program at any time during their first three years in the medical school. Owen students who apply to the medical school during their first year in the MBA program may also be considered for the joint degree program.

Joint degree students will complete both degrees in five years, saving one year in school, since medical school ordinar-ily takes four years and the Owen program two years. The first three years are spent in medical school. Students spend their fourth year at the Owen School and then spend the fall semester of year five in medical school and the spring semester of year five at the Owen School.

M.D./M.A. in Medicine, Health, and SocietyIn 2008, the Vanderbilt University Faculty Senate approved a master of arts degree in Medicine, Health, and Society (MHS). The proposal for this fully interdisciplinary degree originated from the Vanderbilt University Center for Medicine, Health, and Society (CMHS), which was established in 2003. The goals of CMHS are to promote the study of health and health care in their social, cultural, and historical contexts, and to explore the interface of bioscience, technology, and the humanities.

In addition to educating outstanding clinicians, Vanderbilt University School of Medicine is committed to developing future leaders and scholars in medicine. We recognize that the current challenges facing health and health care demand leaders and scholars in many areas related to medicine. The M.A. in MHS allows selected students to extend their scholarly interests in interdisciplinary areas, although prior work in one of those areas is not required. The MHS degree provides students with additional knowledge and research experience to prepare them for academic careers focused on the politi-cal, social, economic, and cultural contexts of the practice of medicine, as well as on biomedical ethics, patient-provider relationships, and health policy.

Students must be accepted by both the Vanderbilt Univer-sity School of Medicine and the Graduate School, and accep-tance to one program will not ensure acceptance to the other.

Dual degree students will be able to enter the M.A. pro-gram after any year of medical school. If students choose to begin their M.A. studies after the fourth year, they will be allowed to delay graduation until after completion of both degrees, as long as they are officially enrolled in the joint degree program. Requirements for the M.D. degree will be the same as those for non-joint-degree students. In nearly all circumstances, students will be able to complete requirements for both degrees in a total of five years.

Other Single Degree Programs

Professional Programs in Hearing and Speech Sciences

Doctor of AudiologyThe doctor of audiology (Au.D.) is a four-year post-baccalaureate degree which replaced the master of science degree as the require-ment for the entry-level practitioner of audiology. The doctor of philosophy degree continues to be offered to students interested in becoming teacher/investigators.

The Au.D. program is CAA accredited by the American Speech-Language-Hearing Association. Practicum sites include the Vanderbilt Bill Wilkerson Center, Odess Otolar-yngology Clinic, Veterans Affairs Medical Center, and several hospitals and practices in the metropolitan Nashville area. At present, Vanderbilt’s Au.D. program is ranked #1 in the nation by U.S. News and World Report.

The Au.D. program encourages applicants with back-grounds in such areas as communication disorders and other health-related professions, biomedical sciences, psychology, and psycholinguistics. All students must possess GRE scores consistent with Vanderbilt standards, a strong record of past academic achievement, a commitment to hearing health care, excellent oral and written communication skills, a willingness to work collaboratively, a strong work ethic, perseverance, and strong organizational and time management skills.

Please visit our website at https://www.mc.vanderbilt.edu/HSSgraduatestudies for additional information.

Master of Education of the DeafThe Department of Hearing and Speech Sciences (DHSS) offers a master of education of the deaf (M.D.E.) degree. This one- to two-year program emphasizes the development of spoken language and auditory skills for children who are able to develop those skills. The DHSS is home to a unique, interdisciplinary approach to teacher training by combining training in audiology, speech-language pathology, and deaf education. The Mama Lere Hearing School in our National Center for Childhood Deafness and Family Communication serves as the professional development school for the DHSS deaf education program. This auditory oral school for children who are deaf or hard of hearing is known for its outstanding work in the areas of speech development, auditory training, cochlear implant habilitation, language, and reading.

Students entering the Master of Education of the Deaf program are required to have an undergraduate degree in deaf education, special education, early childhood education, or general education and must have teacher certification in same. The program will be one year in length (three semesters including summer plus Maymester) for those coming in with

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a background in deaf education and two years (five semesters including summer plus Maymester) for those with no back-ground in deaf education.

Please visit our website at www.mc.vanderbilt.edu/nccdfc for additional information.

Master of Science (Speech-Language Pathology) The master’s degree program in speech-language pathology (S.L.P.) is administered through the Vanderbilt University School of Medicine and is CAA (Council on Academic Accredi-tation) accredited by the American Speech-Language-Hearing Association. The program provides clinical education leading to professional certification in speech-language pathology. The 1.5 to 2.0 calendar years (depending on background) covers at least five semesters (48-63 semester hours), including the summer ses-sion following the first calendar year of full-time study. Students without a background in communication disorders will require an extra semester. Many clinical opportunities are available throughout the program. The program culminates in a ten-week clinical or research externship at a site of the student’s choos-ing. The program exceeds American Speech-Language-Hearing Association requirements. Cochlear implant, autism courses, and education courses are a part of the curriculum for students with interests in those areas. There is also a thesis option.

Students with backgrounds in such areas as communica-tion disorders and other health related professions, biomedical sciences, psychology, and psycholinguistics are encouraged to apply. All students must possess GRE scores consistent with Vanderbilt’s standards, a strong record of past academic achievement, a commitment to perseverance, and exceptional organizational and time-management skills.

Further information regarding graduate programs in hear-ing and speech sciences may be found online at https://www.mc.vanderbilt.edu/HSSgraduatestudies.


Doctor of Medical Physics Master of Science in Medical PhysicsMedical physics is an applied branch of physics devoted to the application of concepts and methods from physics to the diag-nosis and treatment of human disease. Medical physicists are concerned with three primary areas of activity: clinical service and consultation, research and development, and teaching. Clinically, medical physicists are called upon to contribute scientific advice and resources to solve physical problems aris-ing in radiological medical physics. Medical physics research typically involves the development of new instrumentation and technology, the development of new medical diagnostic and therapeutic procedures, and tests using existing technolo-gies. Historically, this type of activity has been primarily in radiological imaging and radiation oncology, but now has a growing breadth of involvement throughout medicine. Many medical physicists not only provide clinical service, but also have faculty appointments at universities and colleges and are responsible for teaching future medical physicists, resident physicians, medical students, and hospital technical staff.

Vanderbilt University offers both the master of science in medical physics (M.S.M.P.) and a professional doctorate in medical physics (D.M.P.). These interdisciplinary programs are administered through the Department of Radiation Oncology

and the Department of Radiology and Radiological Sciences in the School of Medicine, and involve faculty and courses from the Vanderbilt University School of Medicine, the Depart-ment of Radiology and Radiological Sciences, the Department of Radiation Oncology, the College of Arts and Science, the Department of Physics and Astronomy, and the School of Engineering (Department of Biomedical Engineering).

The M.S.M.P. offers tracks in both radiotherapy medical physics and diagnostic medical physics. The master of science program is a 24-month program.

The D.M.P. program offers tracks in both radiotherapy medical physics and diagnostic medical physics. Degree requirements include 50 didactic credit hours, 6 research credit hours, and 36 hours of clinical training. The didactic and research hours are completed in years one and two, and the clinical training credit hours are completed in years three and four. The clinical medical physics experience gained in years three and four is equivalent to a two-year medical phys-ics residency.

All visiting students and applicants may access this information and more online by visiting our webpages at https://medschool.vanderbilt.edu/msmp or https://medschool.vanderbilt.edu/dmp.

Other Programs

Master of Laboratory InvestigationThe Master of Laboratory Investigation (M.L.I.) program is a three-year program offered by the School of Medicine for Vanderbilt or Meharry staff who have a B.S. or B.A. degree from an accredited institution with a GPA of 2.5, have at least six months of residency at VUMC or Meharry in a research laboratory, and who are nominated by the faculty mentor in whose lab they work with a strong letter of support. The Graduate Record Examination (GRE— no minimum manda-tory score) and an interview are required of all applicants.

The mission of the Master of Laboratory Investigation program is to enhance the academic, scientific, and technical expertise of research personnel who will continue to work in an academic research environment; to foster their professional growth; and to improve the career potentials of our bright-est and most qualified young researchers who do not wish to pursue a Ph.D.

Please visit our website at https://medschool.vanderbilt.edu/mli/?PROGRAM_ID=236 for additional information.

Master of Public HealthThe Vanderbilt Master of Public Health (M.P.H.) is an interdisciplinary program to train public health scientists and leaders dedicated to improving the public health and prevent-ing disease and disability. We offer two tracks: Epidemiology and Global Health.

The focus of the Epidemiology track is to train research-ers to perform population-based quantitative evaluation. The focus of the Global Health track is to train innovative public health leaders to manage global health initiatives and to contribute to public policy that improves global health. For both tracks, candidates with at least two years of relevant health-related experience or advanced health-related training are preferred.

A five-year joint M.D./M.P.H. degree is offered for stu-dents interested in acquiring tools needed to conceptualize and conduct rigorous research studies and those interested in



acquiring skills needed to work in international and/or low-resource settings. Students in the joint degree program apply separately to the M.P.H. program and the M.D. program.

Please visit our website at https://medschool.vanderbilt.edu/mph for additional information.

Master of Science in Clinical InvestigationThe Master of Science in Clinical Investigation (M.S.C.I.) program trains investigators in the techniques and processes utilized in patient-oriented research. This program provides direct, mentored experience in clinical investigation and, through didactic work, provides trainees with a strong founda-tion in study design, biostatistics, biomedical ethics, clinical pharmacology, human genetics, and assay methods. The pro-gram typically takes two years to complete. Graduates success-fully compete for grants such as the K-23, Clinical Associate Physician Award, R0-1, and major foundation grants.

Eligible candidates for the M.S.C.I. program include:

• board-eligiblephysiciansenrolledinafellowship program at Vanderbilt or Meharry Medical College

• residentswithprotectedtimeforresearch• Vanderbiltfacultymemberswiththeconsentoftheir

department chairs• medicalstudentsintheMedicalScholarsprogram• postdoctoralPh.D.’santicipatingacareerinpatient-

oriented research, and • Ph.D.candidatesintheNursingSchoolanticipatinga

career in patient-oriented research.

The M.S.C.I. program consists of four components: Mentored Research Apprenticeship: The core of the M.S.C.I.

program will be the completion of a mentored research project. The research must be patient-oriented and involve direct measurements on patient-derived samples or the use of investigational therapeutic or diagnostic techniques. The men-tor must be an established physician-scientist with experience in patient-oriented research. Use of the Vanderbilt University Clinical Research Center will be encouraged. The research project will account for 80 percent of the candidate’s commit-ment to the program.

Didactic Work: Candidates must complete 35 credit hours of courses covering the essentials of study design, biostatistics, ethics, drug development, and data analysis. It is expected that course work will comprise 20 percent of the candidate’s time commitment. Core courses will be provided in two formats: intense courses that meet three hours each day (e.g., 8:00 a.m. to 11:00 a.m.) for four weeks and courses that can be offered less intensively (two to four hours a week for several months). The course schedule is designed to maximize protected time for patient-oriented research.

Career Path Development: In addition to the formal curriculum, a monthly seminar series, “Clinical Scientist Career Seminars,” will permit candidates to meet successful patient-oriented researchers. Topics of discussion will include academic “rules of the road,” time management, promo-tion/tenure issues, grants management, and overall program evaluation. Candidates will hone their scientific communica-tion skills through an annual presentation at the MSCI Case Studies forum. The directors will host networking events with the candidates, clinical investigators, mentors, and visiting scientists.

Master’s Final Project: The candidate will submit a manuscript to a peer-reviewed journal, provide a completed

proposal for a federal or major foundation grant, or develop a master’s thesis based on his or her research project. Comple-tion of the thesis requirement will be evaluated by a committee composed of the trainee’s mentor, two other members selected by the candidate, and the directors of the M.S.C.I. program.

More information is available online at www.medschool.vanderbilt.edu/msci/.

Master of Health Professions EducationThe Master of Health Professions Education (M.H.P.E.) program was approved in spring 2010 with the first cohort beginning in fall 2011 and is a unique collaboration among the School of Medicine, School of Nursing, and Peabody College of Education and Human Development. The program follows an Executive MBA weekend format, in which each course meets three weekends per semester with approximately 16 contact hours per weekend. Courses earn between 2 and 4 credit hours, and students enroll in two courses, 6 credit hours, per semester. The School of Medicine awards the degree upon successful completion of the program requirements.

The M.H.P.E. program is designed to help health education professionals develop the necessary skills to lead their educa-tional enterprise through a rapidly changing health sciences environment. The program is founded on the premise that a systematic, scholarly approach is the most effective way to address educational challenges. The mission of the M.H.P.E. is to train educational leaders and scholars who will contribute to the continuous advancement of health professions educa-tion and the health professions educator community, includ-ing those from medical, nursing, pharmacy, other health sciences, and graduate biomedical schools.

The M.H.P.E. degree program provides a 36-credit-hour curriculum with emphases on: •Learningandinstruction •Curriculumdevelopment •Continuousqualityimprovement •Organizationalleadershipandinnovation •Researchdesignandanalysis

A capstone project is required for graduation. This project may be completed in a small group, in pairs, or individually, depending on its design and the needs of our learners.

More information is available online at medschool.vander-bilt.edu/mhpe/.

Visiting Students (General Information)Vanderbilt School of Medicine welcomes visiting senior medi-cal students, space permitting, into clinical electives. The visi-tor must be an enrolled fourth-year medical student in good academic standing at a U.S. medical school. Each approved student must be taking the elective for credit from his/her own school with his/her dean’s approval and must have adequate professional liability and health insurance coverage.

Visiting students may register for coursework in the School of Medicine, space permitting, with the approval of the appro-priate department and with concurrence of the course instruc-tor and the associate dean for medical student affairs. Visiting students should not contact the course directors directly. All inquiries must be made through the Registrar’s Office. Failure to apply through this office may result in denial of credit for any elective work.

Students wishing to visit at Vanderbilt School of Medicine should submit a Visiting Student Application through the

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AAMC Visiting Student Application Service (VSAS) at least eight weeks in advance of the requested rotation. For more information on VSAS, visit aamc.org/vsas or contact [email protected]. Applications are accepted beginning on April 1 and should include a picture, CV, USMLE Step 1 Score, transcript, and the appropriate fees for your VSAS application to be complete. All accepted students must confirm their participa-tion by submitting a non-refundable $150 processing fee by check or money order payable to Vanderbilt University School of Medicine. Visitors are also required to participate in an orientation with the Registrar’s Office on the first day of their rotation which will include a Bloodborne Pathogen Training Session. Visiting students may not enroll for more than eight weeks of elective work at Vanderbilt without special approval.

Meharry Medical StudentsThe Vanderbilt School of Medicine has an alliance with Meharry Medical College which allows Meharry medical students to take an unlimited number of electives at Vander-bilt, space permitting, at no additional cost. Applications may be submitted through the VSAS application program at aamc.org/vsas.

Osteopathic StudentsStudents from osteopathic medical schools may apply to Vanderbilt University School of Medicine through the Visiting Student Program. Applications will be sent to the appropriate course director for review and departmental approval. Osteo-pathic students are also required to submit a non-refundable processing fee of $150 upon approval and placement in an elective course. Applications are currently available through the School of Medicine website at medschool.vanderbilt.edu/registrar/osteopathic-students.

International Visiting StudentsVanderbilt School of Medicine does not accept students through the Visiting Student Program who are not enrolled in LCME approved medical schools. Faculty sponsorships may be available for qualified students.



Requirements for the Doctor of MedicineCandidates for the doctor of medicine must be mature and of good moral character. They must have spent at least four years of study or its equivalent as matriculated medical students at an accredited medical school. Students accepted with advanced standing must complete at least the last two years in the Vanderbilt University School of Medicine. The maximum time for enrollment in required M.D. course work is six years, excluding time spent on an approved leave of absence or in work toward another degree. All M.D. students must:

•Havesatisfactorilycompletedthemedicalcurriculum.Vanderbilt University School of Medicine is in the process of a major curricular revision. During this transition, the specific required courses and programs vary by entering class. Please refer to the following sections for detailed requirements based on year of entry*:

•SectionA:EnteringClass2011 •SectionB:EnteringClass2012 •SectionC:EnteringClasses2013andbeyond

•HavetakenbothStep1andStep2oftheUnitedStatesMedical Licensing Examination (USMLE), and passed Step 1.

•Havenooutstandingunpaidbalanceswiththeuniver-sity, other than sanctioned educational loans.

*Any student who exits the M.D. curriculum for approved experiences (research, dual degrees, leave of absence, etc.) will encounter different course options upon return. Requirements for these students will be aligned with expectations in the year of entry by applying the closest equivalent experiences available. Such students must meet with the associate deans of medical student affairs and undergraduate medical education to clarify requirements for their degrees.

Students may not be paid for work performed as part of their elective or required course work for credit. Exceptions to this rule are made only when students are in special programs, such as students on military scholarships, students in funded M.D./Ph.D. programs, and students in the Oral Surgery program when acting as residents. Students enrolled at Vanderbilt University School of Medicine must complete required course work at VUSM or a VUSM affiliate institution, unless otherwise explicitly indicated.

It is the policy of Vanderbilt School of Medicine that students may not be supervised by a parent or family member.

Attendance Policy1. Students will be apprised of the attendance policies for a

course on the first day that the class meets. Standards will be provided in writing and in most classes will be reviewed verbally by course directors. It is the student’s responsi-bility to understand which sessions are mandatory, the definitions of excused absences and personal days, and the consequences for unexcused absences.

2. It is expected that students will arrive on time for courses and other school-related obligations and demonstrate respect for teachers, fellow students, and others while participating.

3. Unless stated otherwise, students are not required to attend general lectures in FMK courses. However, because many

topics are covered only in lectures and many exam ques-tions are derived directly from this material, attendance in lectures is strongly encouraged.

4. During the clerkships, students are excused from clinical duties so that they may attend didactic sessions. Students are strongly encouraged to attend unless there is an urgent clinical situation or one that will enrich their education.

5. Student attendance for assigned clinical duty is mandatory. Similarly, student attendance at all classroom sessions that include patients (actual or simulated) is mandatory. These sessions are not recorded for Mediasite or podcasts due to concerns regarding patient privacy.

6. Student attendance at all small group sessions is manda-tory. Small groups may include discussion or presentation sessions, team-based or case-based learning sessions, laboratory sessions, etc., as defined for individual courses.

7. Student attendance at all examinations is mandatory. If, due to extenuating circumstances, a student cannot be present for an examination, the student must notify the course administration and the associate dean for medical student affairs immediately. The student will work with course leadership/administration to make arrangements to satisfy the examination requirement. Regarding NBME shelf clerkship examinations, in special circumstances, students may be granted permission to take a missed shelf exam on the standard makeup date (8:00 a.m. on the second Tuesday after scheduled shelf).

8. Student attendance may be required at other sessions, as indicated by the course administration.

9. Excused Absences from Mandatory Sessions. Students may be excused from mandatory sessions on the basis of seri-ous health issues, family emergencies, religious holy days, or presentation of their work at meetings (other similar circumstances to be handled on a case-by-case basis). In these circumstances, students must notify the course admin-istration for each active course in which sessions would be missed in advance if they will be unable to attend a manda-tory class session. If the mandatory session is a small group, students also should notify their group facilitator and group mates. If the student will miss clinical duties, he/she must also alert the supervising resident. It is recognized that in some situations students will not be able to provide advance notice. In these circumstances, students should contact the course administration as soon as possible to explain why they were unable to attend.

10. Foundations of Medical Knowledge Phase Personal Days. It is recognized that life events that are neither serious health issues nor family emergencies may affect a student’s schedule. In these cases, students may request one or more personal days in order to miss a mandatory session. The rules that govern the use of personal days are:• Studentsmustnotifythecourseadministrationforeach

active course in which sessions would be missed in writ-ing and in advance using the appropriate Student Leave Request form. Student Leave Request forms are available online at medschool.vanderbilt.edu/registrar/forms.

Academic Program and Policies

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• Studentswhoanticipatemissingamandatorysmallgroup session due to taking a personal day must notify their group facilitator/clinical team/classmates in advance that they will not be attending.

• Studentswillbeheldresponsibleformaterialtheymisswhen taking personal days. At the discretion of the course administration, students may have to complete a make-up assignment on material they missed.

• DuringtheFMKphase,studentswillbeallowedtotakeup to a total of three (3) personal days (not more than one day per course).

• Personal Day Blackout Periods. Students may not use a personal day to extend a school holiday (not including normal weekend breaks). Also, students may not use personal days to miss mandatory sessions, including:• Examinations• Firstdayofclass• Orientation• Lastdayofclassbeforeanassessmentinablock• Othermandatorysessionsasdeterminedbycourse

leadership/administration11. Unexcused Absences from Mandatory Sessions. All absences

from mandatory sessions that are not defined above as excused or personal days are considered unexcused absences. Unexcused absences are unacceptable and will have a nega-tive effect on the student’s professionalism evaluation and/or overall grade in the class.

Student Leave Request forms are available online at medschool.vanderbilt.edu/registrar/forms. Required information includes the date, time, and reason for the leave request. The signatures of both the block/clerkship/course director and the associate dean for medical student affairs are required.

At the discretion of the senior resident and the attend-ing physician on the ward team, students may occasionally be given time off when working conditions permit. In the event such time off is expected to last longer than 24 hours, a signed Student Leave Request form must be submitted per the instructions above.

Medical Student Duty HoursIn order to encourage a well-rounded, balanced journey through the clinical years of medical school, it is the policy of Vanderbilt University School of Medicine that duty hours of medical students should reflect the general guidelines set forth for residents by the ACGME. We expect that:1. Total required educational and clinical activities should not

exceed eighty hours per week.2. Clerkship and Immersion phase students should take one

day off in seven.3. Whenever possible, we suggest that when students take

in-house call, they should be allowed to leave at noon of the following day, but should be expected to return for required didactic components of the clerkships.

It is also expected that supervising house staff and attend-ing physicians will be sensitive to student fatigue and total number of hours spent on clinical and educational activities.

Extracurricular Work or ActivitiesThe School of Medicine does not regulate the outside work or activities of its students, although it does take the firm position

of discouraging outside work. No outside commitments may be assumed by medical students that may compromise their responsibilities at the medical school. If the outside obliga-tion creates a conflict of interest, a student may be required to discontinue it.

Leaves of AbsenceA student may request a leave of absence from school for any reason (personal, research, dual degree, etc.), subject to the approval of the associate dean for medical student affairs (ADMSA). The student must submit a written request to the ADMSA, outlining the nature of the requested leave and pro-viding the starting and ending dates. The ADMSA may grant the student a leave of absence for up to one year as long as the student is in good academic standing.

A student on leave of absence may request an extension of the leave beyond one year, subject to the approval of the ADMSA. The student must submit a written request outlining the nature of the requested extension and providing a new ending date. A request for extension of a leave of absence must be submitted to the ADMSA at least three months before the ending date of the approved leave. Requests may be made for additional extensions using the process outlined above.

Students who are not in good academic standing may request a leave of absence using the request procedure described above, but approval of the leave may be granted only by the student’s Promotions Committee (the request will be presented to the Promotions Committee by the ADMSA).

Students pursuing the Ph.D. as part of the Medical Scien-tist Training Program are not required to request a leave of absence when entering the Ph.D. phase of the program.

Grading Policy for Vanderbilt School of MedicineThe Vanderbilt University School of Medicine has established a series of learning objectives for its educational program that are aligned with the competency domains described by the Accrediting Council for Graduate Medical Education (resi-dency requirements): (1) medical knowledge, (2) patient care, (3) interpersonal and communication skills, (4) professional-ism, (5) practice-based learning and improvement, and (6) systems-based practice. The ongoing growth of competency in these domains defines the successful development of the physician and occurs during medical school and throughout one’s career.

Performance across these domains is assessed in every course and program. In addition to meeting course require-ments, satisfactory performance must be maintained in each domain. Significant concern in any domain during each required course or clerkship will be brought to the attention of the student as well as the associate dean for medical student affairs early enough to allow sufficient time for remediation. A student for whom major concern persists despite coaching may be given a failing grade (F) for the course and/or may not be promoted despite satisfactory performance in other categories.

Grading scalesPass/Fail. Final grades of Pass (P), Pass* (P*), or Fail (F) will be applied in the following courses:

• AllFMKcourses• DiagnosisandTherapeuticsCourse(FCCphase)



• Clerkshipyear(FCCphase)electives• Selectsenior-level(Immersionphase)electives• ResearchcoursesintheFMKandFCCphases• Learningcommunities

Honors/High Pass/Pass/Fail. Final grades of Honors (H), High Pass (HP), Pass (P), Fail (F) will be applied in the following courses:

• Allclerkships• ContinuityClinicalExperience/VPILafterFMKphase

An H grade will be given to students for superior or outstanding achievement in all aspects of course work and all competency domains. Ordinarily, honors grades will be given to no more than 25% of a class.

An HP grade will be given to students with superior achievement in several, but not all, aspects/domains.

A P grade will be given to students who demonstrate satis-factory achievement in all aspects/domains.

A temporary grade of P* will be given to students whose performance is marginal because of important deficiencies in some aspects of course work or some competency domains. The P* grade may be applicable for academic credit in an individual course only after approval by the student’s Promo-tions Committee, in light of the student’s complete record for the year. Upon receiving such approval, the P* grade will be recorded on the official transcript as a P. In the absence of such approval, the P* grade will be recorded on the official transcript as an F.

An F grade is given for unsatisfactory work resulting in failure. A student receiving an F in any individual competency domain will receive an F for the course or clerkship.

A grade of Incomplete is to be used only to reflect that work has not been completed. It should not be used when work has been completed but at an unsatisfactory level (i.e., work that requires remediation).

Clinician Assessments of Student PerformanceFaculty and house staff providing primary evaluations of student clinical performance will not recommend letter grades. The evaluation provided by faculty and house staff will pro-vide (1) assessments of the frequency with which each student demonstrates behavior in the various categories subject to evaluation, (2) narrative comments, and (3) an evaluation of suitability for appointment to residency on the service.

Faculty Advisers’ Roles and Responsibilities for GradingThe School of Medicine supports an active advising program for students in every year of medical school. This program supports faculty members who are selected and trained to counsel students regarding academic progress, career direc-tion, and personal well-being. In order to preserve the integrity of the assessment system and protect students from either real or perceived bias, faculty members who serve in formal advisory roles will not assign summative course or clerkship grades without the assistance of a faculty grading committee. Faculty members who serve as advisers to individual students may provide formative feedback to students as part of other teaching responsibilities. If this feedback is submitted to a course director or grading committee as part of a summative assessment process, the advising relationship will be disclosed.

Student Grievance Concerning GradesStudents should seek redress of a problem with a grade as soon as possible after receiving the grade and in no case later than six months after the event. Students with a problem should confer directly with the course director. Every effort should be made to resolve the problem fairly and promptly at this level. If the student cannot resolve the problem through discussion with the course director, the student should bring the problem, within two weeks of talking with the course director, to the attention of the associate dean for medical student affairs, who will seek to resolve the problem, consulting with the associate dean for undergraduate medical education. If resolution is still not achieved, the associate dean for medical student affairs will make a recommendation to the senior associate dean for health sciences education, who will make the final decision.

Expectations for Conduct Regarding Examinations and Work Submitted for Academic Credit

1. In order to create and maintain an academic environ-ment that promotes the highest professional standards, it is important to be transparent in the expectations of all students regarding conduct in examination settings and regarding work submitted for academic credit. As stated in the Vanderbilt SOM Honor Code, “The Honor System fosters an environment of freedom and trust that benefits the entire medical school.” It is the responsibility of the faculty and staff to help protect the trusting environment created when the students agree to and sign the Honor Code pledge.

2. In order to facilitate transparency of expectations, students will be apprised of appropriate conduct for a given course on the first day of class or during the first week that a course meets. Standards of behavior for each course will be published in the course syllabus, and course directors will explain the pertinent points (especially in regards to examinations) verbally as well.

3. It is the student’s responsibility to be aware of and to adhere to the published guidelines for each course.

Expectations for Conduct in Clerkship Examinations

• “Suspiciousbehavior”duringanexammaybecon-strued as a violation of the Honor Code. Examples include looking at the work of other students and exces-sive talking or other disruptions.

• Theuseofcellphonesisprohibitedduringtheexamina-tion period, and phones should be stowed outside of the classroom until the examination is completed. Any cell phone brought into the exam room will be collected by the proctor until after the exam. If a student has a legitimate need to be available to urgent outside communications during the assessment period, the student must make the appropriate arrangements with the Office of Undergradu-ate Medical Education (OUME) prior to the assessment period. An OUME staff member will be designated to receive any urgent communications and will notify the student of outside communications if the need arises.

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• Personalbelongingsmaynotbebroughtintheseatingarea of the testing room. All materials, except pencils and erasers, must be left outside the room or deposited in the area designated for personal belongings. Items listed below are not permitted in the seating area of the testing room:a. Personal digital devices, calculators, or cellular

telephonesb. Recording/filming devicesc. Watches with alarms, computer, or memory capabilityd. Radios or paging devicese. Reference materials (books, notes, or papers)f. Backpacks, briefcases, luggage, coats, or brimmed hatsg. Beverages or food of any type

• Studentsmayleavetheroomonlyforrestroombreaksduring the examination. Leaving the room can be dis-ruptive to other students, so it is preferred that students not leave the room unless it is unavoidable. The test must be turned in to a proctor in your absence, and a student will be escorted by a proctor to the restroom. Additional testing time will not be given.

• Itisunacceptablebehaviortodiscusstheexamorcourse materials with others during the exam.

• Ifastudentfinishestheexambeforetimeiscalled,thestudent should leave quietly and not return to the class-room or immediate outside area until the examination period is over.

• Becausestudentstakeexamsatdifferenttimes,materialcovered on exams SHOULD NOT be discussed inside or outside of the examination room during the desig-nated exam period.

VUSM Student Support and AdvisingVanderbilt University School of Medicine (VUSM) provides comprehensive advising resources to promote student wellness and success in medical school. The advising program provides distinct resources to address the three domains of student life: academic, career and personal. Students are introduced to the system of advising at orientation prior to entering their first year of medical school. Subsequent discussions of advising resources take place in a number of settings during the first semester of medical school. In addition to the formal advising system, a variety of other resources for student academic support exist, including phase/course/clerkship directors, course self-assess-ment modules, group study and optional review sessions.

Students are strongly encouraged to seek assistance and support of various types as needed during training. The abili-ties to self-identify a need for assistance/support and to reach out to resources are important professional skills, and students are expected to develop these skills during their medical school careers.

Descriptions of major student support/advising programs are listed and briefly described below. Thereafter appears a list of individuals/roles who provide support and advising, whether as part of these programs or in addition to them.

Support/Advising Program Descriptions• VUSMColleges• Learningportfolio• StudentAssistanceProgram• VUSM-fundedtutoringprogram• Privatelypaidtutoring• VanderbiltUniversityPsychologicalandCounseling

Center

VUSM Colleges.All entering students are placed in one of the four Advisory Colleges upon matriculation—Batson, Chapman, Gabbe, or Robinson. Each College is led by two faculty College Mentors, with whom students meet regularly. At these meetings the College Mentor and student discuss the student's general academic progress, wellness, and early career exploration. In addition to regularly scheduled individual meetings, the College Mentors have weekly office hours, as well as study breaks for students. Students may connect with their College Mentors at any time for guidance and support. Although College men-tors provide direct teaching in a variety of settings, they do not assign student grades. College mentors do not make decisions regarding promotion of students from one year to the next.

Learning Portfolio. Beginning with the entering class of 2013, each student is assigned to a Portfolio Coach and develops a learning portfolio. Students meet with the Portfolio Coach individually at designated time points to critically review indi-vidual performance data and establish academic goals across all domains of competence. Additionally, each student should meet with his/her Portfolio Coach on an as-needed basis to review any specific academic concerns. Refer to the Medical Student Progress and Promotion section of this catalog for a detailed description of the learning portfolio system and portfolio coaches.

Student Assistance Program. This program provides students with guidance in study skills, test-taking strategies, and general advice for academic success. Students may directly contact the Student Assistance Program director regarding academic concerns.

VUSM-Funded Tutoring Program. Tutoring funded by the School of Medicine is available for students who are having serious difficulty academically or who are deemed by the block/course director or the Student Assistance Program Director to be at risk for marginal or failing performance (ordinarily ~75% or less).

Decisions about access to this program and about tutor assignments are made jointly by the block/course director(s) and the director of the Student Assistance Program. This allows the matching of individual student needs with indi-vidual tutor strengths and assures that tutoring resources are distributed appropriately. Generally it is expected that students will have availed themselves of other forms of student academic support (e.g., course self-assessment modules, group study, review sessions, etc.) before entering formal tutoring.

If a student has failing or marginal performance in a block or course, and wishes to obtain a VUSM-funded tutor, he/she must follow these steps:

a. The student sets up a meeting to consult with the block/course director(s) and/or the Student Assistance Program director.

b. Once the student’s situation has been assessed by the block/course director(s) and the Student Assistance Program director, the appropriate level of tutoring sup-port will be determined.

c. On assignment of a tutor, the student will contact the assigned individual to set up tutoring appointments.

d. The student should also review performance challenges with his/her Portfolio Coach and include the area (s) of concern in his/her Personalized Learning Plan.

VUSM-funded tutoring services are paid for through the Office of Medical Student Affairs. Students who receive tutoring are responsible for signing a tutoring sheet that confirms that he/she worked with the assigned tutor for the time indicated by the tutor. Tutoring sheets must be submitted by the tutor to the Office of Medical Student Affairs in a timely manner.



The duration of time during which VUSM-funded tutoring services are provided is determined by block/course directors and/or the Student Assistance Program Director. Eligibility for services is reassessed on an ongoing basis once tutoring begins. Individual tutor assignments may be changed or adjusted over time to meet the needs of the pool of students requiring aid.

Important note about VUSM-funded tutoring: In situa-tions where VUSM-funded tutoring has been recommended, and the student decides not to avail him/herself of this service, he/she should be aware that this is viewed negatively by the Promotions Committee in the context of ongoing academic difficulty.

Privately Paid Tutoring. Students who are performing adequately but wish to seek additional assistance through private tutoring (e.g., from upper classmen) are responsible for arranging for these services and for payment.

The Psychological and Counseling Center. The Vanderbilt University Office of the Dean of Students provides this center, which provides all Vanderbilt students with complete and confidential mental health services. Students experiencing per-sonal difficulties are encouraged to contact the Psychological and Counseling Center, which is on the Vanderbilt University campus (https://medschool.vanderbilt.edu/pcc/contact-us). Among its many services, the center offers a reading and study skills specialist to help with time management, test-taking skills, reading skills, and test anxiety reduction.

VUSM Advising System—Overview of Faculty RolesMany individuals provide advising and support to VUSM stu-dents. Each of the advising roles at Vanderbilt is defined in a manner that makes it distinct from, yet complimentary to, the other roles in the system. Each faculty member in an advising role undergoes development on the specific role as well as the overall advising system. The product of faculty development is an advisor who is able to perform his or her advising role responsibilities and is also able to refer students to resources as appropriate to individual student needs.

No faculty member in any of the advisory roles has access to medical records at the Student Health Center (primary medical care), or the Psychological & Counseling Center. All medical information contained in the Vanderbilt University Medical Center electronic health record is protected by an electronic firewall. All users accessing the chart of a Vanderbilt student, faculty member, or employee are warned that they are attempting to access sensitive information, and they must indicate the reason for accessing the chart. Viewing patterns are regularly monitored for inappropriate activity.

For names of individuals currently filling each of these roles, please refer to the appropriate section of the VUSM website, at medschool.vanderbilt.edu.

Associate Dean for Medical Student Affairs (ADMSA): The ADMSA is a member of the VUSM administration. His/her primary role is advising on academic, career and personal con-cerns. The ADMSA has office hours and meets with students in all years of training. The ADMSA is the primary VUSM official designated to write each student’s Medical Student Performance Evaluation, but students may request that another school official complete the MSPE. The ADMSA also writes letters of recom-mendation for students applying for scholarships or various academic opportunities. The ADMSA oversees the Colleges Program, the Student Wellness Program, and the Careers in Medicine Program. The ADMSA has access to all academic

records. The ADMSA may not occupy any of the advisory or assessment roles contained in the Educator Role Matrix, below.

Associate Dean for Undergraduate Medical Educa-tion (ADUME): The ADUME is a member of the VUSM administration. His/her primary role in the medical school involves development and delivery of undergraduate medi-cal education. The ADUME has office hours and can meet with students in any year of training to discuss academic and career concerns. The ADUME is frequently asked to meet with students who are navigating the curriculum to maximize their various academic opportunities. The ADUME has access to all academic records and is invited to attend Promotions Com-mittee meetings as the curriculum and student assessment authority. The ADUME may not occupy any of the advisory or assessment roles contained in the Educator Role Matrix, below.

College Mentor (CM): CMs are VUSM faculty members who manage the activities of and advising programs within the VUSM Colleges and Learning Communities. CMs serve assigned students as advisors in the areas of professional well-ness and career counseling. CMs are involved with program-ming throughout the year in the school's Student Wellness Program and Careers in Medicine Program. CMs also serve as teachers in the VUSM Learning Communities, focusing on content in medical humanities, metacognition, ethics, leader-ship and policy. The CMs do not grade students in learning communities, but instead provide formative feedback. CMs may have teaching or supervisory roles with their college mentees in the context of other academic activities. However, role conflict management plans are created to ensure that they do not grade their mentees in those activities. CMs do not have access to student academic records (grades, etc.). A student may grant a CM access to his/her academic record and may revoke such permission at any time without negative consequences.

Portfolio Coach (PC): The PCs are VUSM faculty members who work with an assigned group of ten students throughout medical school. The PC role was created as part of Curriculum 2.0. In academic year 2013/2014 only members of the entering class of 2013 are assigned portfolio coaches. As each subsequent class enters, a cohort of coaches will be assigned to its members. Students meet individually with their assigned PCs three times during the first year of medical school and twice during each subsequent year. Portfolio Coaches play an important role in the Curriculum 2.0 assessment system. PCs coach individual students in developing the skills for informed self-assessment and life-long learning. They help students critically appraise data about their performance and translate those assessments into action plans for future learning. The PC has access to the academic records of only the students to whom they are assigned.

Student Assistance Program Director (SAPD): The goal of the Student Assistance Program is to provide students with guidance in study skills, test-taking strategies, and general advice for academic success within a rigorous medical school curriculum. The duties of the SAPD are to:1. Assess students’ learning styles prior to matriculation;2. Provide orientation to the Student Assistance Program at

the opening of school;3. Serve as an academic resource for students in basic science

courses;4. Coordinate tutoring, in partnership with course directors;5. Maintain relationship with the Equal Opportunity, Affir-

mative Action, and Disability Services Office in the event that a student requires accommodation;

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6. Meet with students individually as needed;7. Attend all Promotions Committee meetings, reporting on

student progress/concerns as needed; and 8. Monitor a website that allows anonymous postings from

students regarding the academic program.

The SAPD has access to all student academic records. Specialty Adviser (SA): As students approach their senior

year of medical school, they are urged to choose an adviser from the specialty in which they will apply for residency. Specialty advisers are VUSM faculty members. Once estab-lished, this advisory relationship exists for the duration of the residency application and the National Residency Match processes. SAs provide academic and career counseling, strategic schedule planning, and interviewing advice specific to the specialty of choice. The primary goal of this relationship is to provide students with resources to most effectively obtain a successful residency match.

Medical Student Progress and PromotionPromotions Committees of the faculty, in consultation with representatives of the departments responsible for instruc-tion, are charged with making recommendations to the dean and the executive faculty regarding progress and promotion of students in each class. the executive faculty of the School of Medicine has final responsibility for the determination of medical student progress in the school.

Decisions on the progress of students during the first two years are ordinarily made at the end of each academic year. In view of the individualized nature of the curriculum in the final two years, no specific decisions on promotion from the third to the fourth year are made. Decisions on the progress of students during these final two years, however, may be made at any time as academic performance may dictate. Ordinarily, decision for graduation will be made shortly before Com-mencement in the final year.

Please refer to the following sections for the specific pro-motions policy based on year of entry:

• SectionA:EnteringClass2011• SectionB:EnteringClass2012• SectionC:EnteringClasses2013andbeyond

Medical Student Performance Evaluation (Dean’s Letter)The Medical Student Performance Evaluation (MSPE) is cre-ated as a part of a student’s permanent record and is submitted through the ERAS system by October 1 for fourth-year medi-cal students. Included in the MSPE are summative comments from performance evaluations throughout medical training.

Generally, the associate dean for medical student affairs works with students on the creation of the MSPE. However, students may instead choose to work with the senior associ-ate dean for health sciences education, the associate dean for undergraduate medical education, or the associate dean for diversity to create the MSPE. Students are neither asked nor expected to provide any reason or justification for their choice of MSPE writer.

Students are asked to contact the office of the associate dean for medical student affairs in April of their third year to arrange for an MSPE meeting, or to indicate that an alternate MSPE writer has been chosen. If the latter, the student should

then contact the office of the dean chosen to write the MSPE to arrange for an MSPE meeting.

CommencementThe university holds its annual Commencement ceremony

following the spring semester. Degree candidates must have completed successfully all curriculum requirements and have passed all prescribed examinations by the published dead-lines to be allowed to participate in the ceremony. A student completing degree requirements in a summer or fall semester may participate in Commencement the following May, and ordinarily the degree will be conferred at that time. Any student unable to participate in a Commencement ceremony will receive his or her diploma by mail.

Section A

Degree and Promotions Requirements for the Entering Class of 2011 (fourth-year medical students in AY 14–15)

Requirements for the M.D.The requirements described below assume satisfactory completion of all requirements from previous years prior to promotion to the fourth year. Any student who has not com-pleted all prior requirements should have an individual review of his/her schedule with the director of student records and associate dean for medical student affairs to ensure compli-ance with all requirements for graduation.

The flexibility of the fourth-year curriculum gives the student maximum opportunity for individual development. The year is divided into twelve four-week academic sections running from May (section 5) through April (section 4), with January being section 1.

Nine sections (36 weeks of instruction) must be completed. Students may elect, however, to participate in all twelve sections.

Required fourth-year experiences:1. A primary care medicine experience, which may be

satisfied through one of the following options: a. Primary Care (PC) Medicine, 520-5100 (at VU) b. Primary Care (PC) Medicine, 520-5150 (away from VU) c. An Immersion Course that has been designated as

fulfilling the primary care medicine requirement.2. Emergency Medicine, 502-59503. One Immersion Course. The approved list of Immer-

sion Courses for AY 2014–15 will be published prior to registration.

4. One sub-internship from the approved list published prior to registration.

5. Five elective courses must be taken.

Fourth-Year Electives. At least five elective courses must be taken in the fourth year in order to meet the degree requirement of nine sections (months). Students may elect to have course work in all twelve sections. Students must keep in mind the following electives limits and recommendations:

• Anydeferredclerkshipsmustbecompletedasdescribed in the original approval.

• Studentswillnotbepermittedtotakeclinicalrotationsunder the supervision of a parent or other relative.



• Studentsmaynotenrollinthesameelectivetwice.How-ever, research rotations may last through two months. The approval process is required for each month.

• Studentsareadvisedtodonomorethanthreeclinicalrotations in the same specialty. Students may wish to consult with the associate dean for medical student affairs to plan for clinical rotations.

• StudentsarelimitedtotworotationsawayfromVanderbilt (7100—Special Study Clinical and 7150—Special Study Research), and each requires separate approval. In addition, Primary Care may be taken away from Vanderbilt (5150—Primary Care Away from VU), but it must be taken in the U.S.*

• Studentsarelimitedtotworesearchrotations(6150—Special Study Research, VU or 7150—Special Study Research). MSTP students who receive credit toward their fourth-year curriculum from their Ph.D. work will have exhausted that limit.*

• MSTPstudentsmayreceivecreditforfourth-yearresearch months if they begin their third year after May. Students should consult the medical school registrar to make these arrangements.

• StudentsseekingdualdegreesatVanderbiltmayreceivecredit for two fourth-year courses representing work completed in satisfaction of requirements for the second (non-M.D.) degree.

Requests for exceptions to these requirements must be made in writing to the associate dean for medical student affairs.

The normal time frame for completion of required course work for the M.D. is four academic years. The maximum time for enrollment in required M.D. course work is six years, except in unusual circumstances as defined by the Promotions Committees and excluding the time spent on an approved leave of absence or on work toward an additional degree.

Petitions for Primary Care and Special Study CreditPetitions for special study must be completed for the following:

• AllstudentdesignedcourseworkatVanderbiltSchoolof Medicine or the VA Hospital

⚬ 6100 VU Clinical ⚬ 6150 VU Research• AllcourseworkdoneawayfromtheVanderbiltUniver-

sity Medical Center or VA Hospital ⚬ 7100 Clinical ⚬ 7150 Research

A petition form is also used to schedule the Primary Care month during the fourth year. IDIS 5100 is the course number for work within the Nashville Metropolitan Area. IDIS 5150 is for Primary Care rotations outside of Nashville. Primary Care credit can only be received for work within the U.S. All Primary Care forms should be received in the Department of Medicine through Ms. Faapio Poe in MCN D3100. After approval, the course will be added to the schedule by the Registrar’s Office approximately 42 days before the start of the rotation.

Students will develop special study course work or research with the faculty member who will supervise and evaluate their performance. After developing the proposal, a written request (petition form or email), which includes the proposal, month of the rotation, and faculty involved, is initiated by the student. The request is routed through the faculty and the department granting credit to the Office of Enrollment Services. Depart-ment approval is required for all research and away petitions.

Petition forms and department approval designees are avail-able online at medschool.vanderbilt.edu/registrar.

Students doing special study work at an away location must not only complete the paperwork required by the hosting school, but also complete the necessary paperwork for regis-tration in the course at VUSM. Students must be enrolled in a course for liability insurance to be in effect.

Special study, research, and primary care approval must be received in the Office of Enrollment Services no later than 28 days before the start of the rotation. Credit will not be granted to students for petitions submitted after the 28-day deadline.

Student Progress and Promotions (for classes entering in 2011 and 2012)The dean appoints a Promotions Committee (PC) for each incoming first year class. The PC consists of at least five faculty members who represent a variety of clinical and basic science departments as well as the broad diversity of the VUSM com-munity. Each PC is charged with making decisions or recom-mendations to the senior associate dean for health sciences education (SADHSE) as specified below regarding promotions of students in its assigned class from one phase to the next; to the SADHSE and dean for dismissal; and to the dean and the executive faculty for graduation.

A quorum of the PC shall consist of at least half of the voting members of a committee; however, any proposed dismissal requires the participation of all voting members. The chair of the committee may determine whether members must be physi-cally present or may participate remotely for any given meeting. The associate dean for medical student affairs (ADMSA), associ-ate dean for undergraduate medical education, the associate dean for diversity, and the senior associate dean for health sci-ences education (SADHSE) are non-voting ex officio members of each PC. In addition, course directors for the respective phase will attend PC meetings to provide information about the class as a whole, and to answer questions that PC members might pose regarding individual students.


Any student who has marginal grades in one or more courses in a single academic year, or about whom there is major con-cern relative to one or more VUSM competency domains (see Competencies for Learners Across the Curriculum, medschool.vanderbilt.edu/competencies), will undergo special review by the Promotions Committee. In light of the student’s complete academic record, the committee may recommend promotion, promotion on probation, repetition of all or part of the academic year, or dismissal from school. While it is recognized that each student’s situation represents an individual set of circumstances, the Promotions Committees will apply similar standards and principles throughout their deliberations and decision regarding promotion, probation, or dismissal on a case-by-case basis.

Any student who fails in a course, whether required or elective, will be required to remedy the failure before being permitted to enter the courses of the next academic year. Credit may be given on the basis of re-examination or satisfactory repetition of the course work, but failures will remain on the record and may be counted as cause for dismissal if additional failure occurs.

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Academic Probation. Promotions Committees will ordinarily recommend that students be placed on academic probation if their course work includes any failures or is generally of mar-ginal quality. Some academic deficiencies will result in manda-tory probation. In this regard, any student who receives a failing grade in a School of Medicine course or is requested to repeat an academic year will automatically be placed on probation. Academic probation is generally for one academic year. Proba-tion serves three functions:







Withdrawal from School. Students who wish to withdraw from the School of Medicine for any reason must do so in writing to the associate dean for medical student affairs. In some cases, the student may be able to receive a refund of tuition, but it is important that the student discuss this deci-sion with Financial Services staff before moving forward with the process. A student who has been dismissed from school, but decides to appeal the decision, is no longer able to choose to withdraw. If a student withdraws, reentry is possible only with reapplication.

Section B

Degree and Promotions Requirements for the Entering Class of 2012 (Hybrid Class in AY 14–15)



Foundations of Health Care Delivery (FHD)The goal of this required course is to teach students to deliver personalized care for patients within a system of care. Active student engagement in the care team at a single clinical site will compose a major element of this course. This is referred to as the Continuity Clinical Experience, CCX. Students will have increasing responsibility for systems analysis and improvement as they advance. The course also includes classroom and self-directed learning components that will provide foundational knowledge and skills. Clinic sessions will take place weekly, and students will continue to have a relationship with their clinical sites throughout their four years of training. In an additional component of this course, each student will be assigned a small panel of patients to follow over time and across care settings.

One option within the FHD requirement is the Vanderbilt Program in Interprofesssional Learning (VPIL). Medical students accepted into this program are assigned to working-learning teams with attending providers, medical postgraduate trainees, and students from schools of nursing, pharmacy, and social work. Acknowledging that individual and population health relates not only to biological factors, but also to social, behavioral, economic, cultural, and educational elements, VPIL takes a holistic, systems-based approach to optimize health maintenance and disease management.

Learning Community: Colloquium, Leadership, and Service LearningLearning Community course work capitalizes on strong relationships within the Colleges, using small group formats to address key elements of professional development. The Learning Community covers topics such as meta-cognition, medical ethics, medical humanities, and narrative medicine in a discussion-based format. Leadership and service learning will also be components of the Learning Community.

ResearchResearch and scholarship will be addressed over a four-year curriculum that will introduce students to the role of physician-researcher and will provide education in the skills, knowledge, and attitudes required to succeed in that role. The research courses prepare each student to complete a research clerkship of 3–6 months during the Immersion phase.

Core Clinical Curriculum (VC3)The Vanderbilt Core Clinical Curriculum (VC3) is based upon a set of 25 common presenting complaints. These topics do not encompass all each student is expected to learn; rather, they represent core clinical problems that all graduates are expected to know. A set of learning objectives is established for each presenting problem. The VC3 topics are introduced in the FMK phase and continually revisited throughout the curriculum.


Foundations of Medical Knowledge Phase (FMK)This phase of the curriculum provides students a strong foun-dation in the basic sciences, humanities, and behavioral and social sciences that will support ongoing developmental learn-ing over ensuing years. All students participate in meaningful clinical work during this phase to initiate their development



as professionals, to provide clinical relevance for the founda-tional course work, and to provide an early understanding of health care systems.

Required courses include Foundations of the Profession; Molecular Foundations of Medicine; Structure, Function and Development; Microbiology and Immunology; Disease, Diagnosis, and Therapeutics; Physical Diagnosis; College Colloquium; Patient, Profession, and Society; Research I; and Continuity Clinical Experience I.

Foundations of Clinical Care Phase (FCC)Required clinical clerkships include Surgery (8 weeks), Medi-cine (8 weeks), Pediatrics (6 weeks), Obstetrics-Gynecology (6 weeks), Neurology (4 weeks), and Psychiatry (4 weeks). Ordi-narily students will complete all clerkships before proceeding to the Immersion phase, but under special circumstances, students may defer one or more clerkships to pursue specific research or clinical interests. Such plans must be approved by the associate dean for medical student affairs. MSTP students who enter the FCC phase after the first clerkship block may defer one block to the Immersion phase, with the permission of the MSTP program director and the associate dean for medical student affairs. These students remain accountable for the longitudinal elements of the FCC phase.

Electives. All students are required to take two (2) two-week electives during the FCC phase. These experiences are designed to allow students to explore focused clinical areas and potential career choices. Students may select from offer-ings across many clinical disciplines.

The scheduling of these electives is linked to the clerkship blocks in Pediatrics and in Obstetrics and Gynecology, with the elective immediately preceding the core clerkship. Elec-tives are graded on a pass/fail basis. After the close of the drop/add period, addition, withdrawal, or change of elective credit status requires the approval of both the instructor involved and the associate dean for medical student affairs. Enrollment in an elective is considered a commitment, and adhering to registrar guidelines for electives is considered a reflection of professional development.

A student may request an exemption from the elective requirement if she/he has a compelling reason for missing the elective time. Reasons may include a need to make up clerk-ship time, illness requiring treatment, or other unavoidable life events that require the student to be away from school. When the student needs an exemption, she/he must contact the associate dean for medical student affairs (ADMSA) to make a formal request. The decision whether or not to grant the exemption is made by the ADMSA. If an exemption is granted, the student is not required to complete the elective at a later date. The exempted elective will not appear on the transcript.

Master Clinical Teacher Program. Direct observations by a master clinical teacher are required during the FCC phase. MCTs observe students during patient encounters and provide immediate feedback and teaching of advanced clinical skills. The structure and expectations of the observations are consis-tent throughout the phase; however the logistics and schedul-ing of observations are specific to each clerkship. Participation in the MCT process contributes to the clerkship grade.

Diagnosis and Therapeutics. This required course runs longitudinally throughout the phase, employing both asyn-chronous online learning and intermittent face-to-face small group sessions to train students to analyze clinical problems. The course begins with a one-week intensive boot camp and

continues throughout the FCC phase with a series of online modules and small group meetings. This course aligns with the VC3 framework and is designed to help students assimilate lessons and experiences from across disciplines.

The longitudinal elements (Continuity Clinical Experience, Learning Community, Research, and VC3) continue during the FCC phase.

Immersion PhaseThe Immersion phase is a highly individualized, 16-month-long experience that allows each student to create a schedule that optimally meets core educational needs, strengthens all competency domains, and builds specialized skill sets aligned with the student’s future clinical and scholarly trajectory. Students are required to complete eleven one-month blocks over this 16-month period (including the research clerkship, described below). Students must complete a mixture of experi-ences with varying levels of structured versus workplace learn-ing, including acting internships, integrated inter-disciplinary science courses, advanced clinical experiences, and electives. Requirements for experiences across various care settings (primary care, critical care) ensure a broad preparation.

Because the Immersion phase is intended to be individual-ized, each student must develop a personalized learning plan that is approved as meeting core requirements per guidelines published at the time of scheduling.

The longitudinal elements (Continuity Clinical Experience, Learning Community, and VC3) continue during the Immer-sion phase.

The research clerkship is an intensive three-month schol-arly experience that is required to be completed during the Immersion phase. Students in good academic standing may request an extension of the research clerkship up to a total of six months (as a contiguous or non-contiguous block); approval is contingent upon satisfactory progress across all competency domains; decisions regarding such extensions are made by the Promotions Committee.

Student Progress and Promotions (for classes entering in 2011 and 2012)

Promotions CommitteeThe dean appoints a Promotions Committee (PC) for each incoming first year class. The PC consists of at least five faculty members who represent a variety of clinical and basic science departments as well as the broad diversity of the VUSM com-munity. Each PC is charged with making decisions or recom-mendations to the senior associate dean for health sciences education (SADHSE) as specified below regarding promotions of students in its assigned class from one phase to the next; to the SADHSE and dean for dismissal; and to the dean and the executive faculty for graduation.

A quorum of the PC shall consist of at least half of the voting members of a committee; however, any proposed dismissal requires the participation of all voting members. The Chair of the committee may determine whether members must be physically present or may participate remotely for any given meeting. The associate dean for medical student affairs (ADMSA), associate dean for undergraduate medical educa-tion, the associate dean for diversity, and the senior associate dean for health sciences education (SADHSE) are non-voting

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ex officio members of each PC. In addition, course directors for the respective phase will attend PC meetings to provide information about the class as a whole, and to answer questions that PC members might pose regarding individual students.


Any student who has marginal grades in one or more courses in a single academic year, or about whom there is major concern relative to one or more VUSM competency domains (see Competencies for Learners Across the Curricu-lum, medschool.vanderbilt.edu/competencies), will undergo special review by the Promotions Committee. In light of the student’s complete academic record, the committee may recommend promotion, promotion on probation, repetition of all or part of the academic year, or dismissal from school. While it is recognized that each student’s situation represents an individual set of circumstances, the Promotions Committee will apply similar standards and principles throughout their deliberations and decision regarding promotion, probation, or dismissal on a case-by-case basis.

Any student who fails in a course, whether required or elective, will be required to remediate the failure before being permitted to enter the courses of the next academic year. Credit may be given on the basis of re-examination or satisfac-tory repetition of the course work, but failures will remain on the record and may be counted as cause for dismissal if additional failure occurs.


Academic Probation. Promotions Committees will ordinar-ily recommend that students be placed on academic probation if their course work includes any failures or is generally of marginal quality character. Some academic deficiencies will result in mandatory probation. In this regard, any student who receives a failing grade in a School of Medicine course or is requested to repeat an academic year will automatically be placed on probation. Academic probation is generally for one academic year. Probation serves three functions:







Withdrawal from School. Students who wish to withdraw from the School of Medicine for any reason must do so in writing to the associate dean for medical student affairs. In some cases the student may be able to receive a refund of tuition, but it is important that the student discuss this deci-sion with Financial Services staff before moving forward with the process. A student who has been dismissed from school, but decides to appeal the decision, is no longer able to choose to withdraw. If a student withdraws, reentry is possible only with reapplication.

Section C

Degree and Promotions Requirements for Entering Classes of 2013 and beyond (C2.0)



Foundations of Healthcare Delivery (FHD)The goal of this required course is to teach students to deliver personalized care for patients within a system of care. Active student engagement in the care team at a single clinical site will compose a major element of this course. This is referred to as the Continuity Clinical Experience, CCX. Students will have increasing responsibility for systems analysis and improvement as they advance. The course also includes classroom and self-directed learning components that will provide foundational knowledge and skills. Clinic sessions will take place weekly, and students will continue to have a relationship with their clinical sites throughout their four years of training. In an additional component of this course, each student will be assigned a small panel of patients to follow over time and across care settings.

One option within the FHD requirement is the Vanderbilt Program in Interprofesssional Learning (VPIL). Medical students accepted into this program are assigned to working-learning teams with attending providers, medical postgraduate trainees, and students from schools of nursing, pharmacy and social work. Acknowledging that individual and population health relates not only to biological factors, but also to social, behavioral, economic, cultural, and educational elements, VPIL takes a holistic, systems-based approach to optimize health maintenance and disease management.

Learning Community: Colloquium, Leadership, and Service LearningLearning Community course work capitalizes upon strong relationships within the Colleges, utilizing small group



formats to address key elements of professional development. The Learning Community covers topics such as meta-cognition, medical ethics, medical humanities, and narrative medicine in a discussion-based format. Leadership and service learning will also be components of the Learning Community.

ResearchResearch and scholarship will be addressed over a four-year curriculum that will introduce students to the role of physician-researcher and will provide education in the skills, knowledge, and attitudes required to succeed in that role. The research courses in FMK and FCC phases prepare each student to complete a research clerkship of 3–6 months during the Immersion phase.

Core Clinical Curriculum (VC3)The Vanderbilt Core Clinical Curriculum (VC3) is based upon a set of 25 common presenting complaints. These topics do not encompass all each student is expected to learn, but do represent core clinical problems that all graduates are expected to know. A set of learning objectives is established for each presenting problem. The VC3 topics are introduced in the FMK phase and continually revisited throughout the curriculum.


Foundations of Medical Knowledge Phase (FMK)This phase of the curriculum (54 weeks) provides students a strong foundation in the basic sciences, humanities, and behavioral and social sciences that will support ongoing devel-opmental learning over ensuing years. All students participate in meaningful clinical work during this phase to initiate their development as professionals, to provide clinical relevance for the foundational course work, and to provide an early under-standing of health care systems.

Required courses include Foundations of the Profession; Human Blueprint and Architecture; Microbes and Immunity; Homeostasis; Endocrine, Digestion and Reproduction; Brain, Behavior and Movement; Physical Diagnosis; Learning Com-munity I; Research I; and Continuity Clinical Experience I.

Foundations of Clinical Care Phase (FCC)This phase (41 weeks) provides a strong foundation in clinical care delivery, including core clerkships, clinical electives, and longitudinal programs to support the development of clinical skills and clinical reasoning.

Clerkships. Students rotate through discipline-specific clinical clerkships including Surgery (8 weeks), Medicine (8 weeks), Pediatrics (6 weeks), Obstetrics-Gynecology (6 weeks), Neurology (4 weeks), and Psychiatry (4 weeks).

Ordinarily students will complete all clerkships before proceeding to the Immersion phase, but under special circumstances, students may defer one or more clerkships to pursue specific research or clinical interests. Such plans must be approved by the associate dean for medical student affairs. MSTP students who enter the FCC phase after the first clerk-ship block may defer one block to the Immersion phase, with the permission of the MSTP program director and the associ-ate dean for medical student affairs. These students remain accountable for the longitudinal elements of the FCC phase.

Electives. All students are required to take two (2) two-week electives during the FCC phase. These experiences are designed to allow students to explore focused clinical areas and potential career choices. Students may select from offerings across many clinical disciplines. The scheduling of these electives is linked to the clerkship blocks in Pediatrics and in Obstetrics and Gynecology, with the elective immediately preceding the core clerkship. Electives are graded on a pass/fail basis.

After the close of the drop/add period, addition, with-drawal or change of elective credit status requires the approval of both the instructor involved and the associate dean for medical student affairs. Enrollment in an elective is considered a commitment, and adhering to registrar guidelines for elec-tives is considered a reflection of professional development.

A student may request an exemption from the elective requirement if she/he has a compelling reason for missing the elective time. Reasons may include a need to make up clerk-ship time, illness requiring treatment, or other unavoidable life events that require the student to be away from school. When the student needs an exemption, she/he must contact the associate dean for medical student affairs (ADMSA) to make a formal request. The decision to grant the exemption is made by the ADMSA. Once an exemption is granted, the student is not required to complete the elective at a later date. The exempted elective will not appear on the transcript.

Master Clinical Teacher Program. Direct observations by a master clinical teacher are required during the FCC phase. MCTs observe students during patient encounters and provide immediate feedback and teaching of advanced clinical skills. The structure and expectations of the observations are consistent throughout the phase; however the logistics and scheduling of observations are specific to each clerkship. Par-ticipation in the MCT process is mandatory and contributes to the clerkship grade.

Diagnosis and Therapeutics. This required course runs longitudinally throughout the phase, employing both asyn-chronous online learning and intermittent face-to-face small group sessions to train students to analyze clinical problems. The course begins with a one-week intensive boot camp and continues throughout the FCC phase with a series of online modules and small group meetings. This course aligns with the VC3 framework and is designed to help students assimilate lessons and experiences from across disciplines.

The longitudinal elements (Continuity Clinical Experience, Learning Community, Research and VC3) continue during the FCC phase.

Immersion Phase (22 months)The Immersion phase is a highly individualized experience that allows each student to create a schedule that optimally meets core educational needs, strengthens all competency domains, and builds specialized skill sets aligned with the student’s future clinical and scholarly trajectory. Students are required to complete 15 one-month blocks over this 22-month period (including the research clerkship, described below). Students complete a mixture of experiences with varying levels of structured versus work place learning, including acting internships, integrated inter-disciplinary science courses, advanced clinical experiences and electives. Requirements for experiences across various care settings (primary care, critical care) ensure a broad preparation.

Because the Immersion phase is intended to be individual-ized, each student must develop a personalized learning plan

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that is approved by his/her portfolio coach as meeting core requirements.

The longitudinal elements (Continuity Clinical Experience, Learning Community and VC3) continue during the immer-sion phase.

The research clerkship, an intensive 3-month scholarly experience, must be completed during the Immersion phase. Students may request an extension of the research clerkship up to a total of 6 months (as a contiguous or non-contiguous block); approval is contingent upon satisfactory progress across all competency domains and will be granted by the Promotions Committee.

Student Progress and PromotionsI. Assessment PhilosophyThe underlying philosophy of the assessment system at Vanderbilt University School of Medicine (VUSM) is that attainment of the knowledge, skills, and attitudes needed for safe, effective, patient-centered care is a developmental process that occurs over many years of education, training, and practice. It is also based on a philosophy of continuous improvement. Therefore, the system is designed to:

• Guidelearningwithmeasuresthatbenchmarkperfor-mance against explicit expectations;

• Promotetheskillsneededforaccurateandreflectiveself-assessment;

• Directstudentstonextlearningstepsandassociatedlearning resources;

• Provideevidenceforhigh-stakesdecisions;• Provideevidenceofprogrameffectiveness.

Since the abilities to accurately self-assess and subsequently create appropriate learning goals are also developmental processes, the system provides students with faculty members who assist them as they practice these skills. Importantly, the system encourages students to assume increasing levels of responsibility for their own learning.

II. Elements of the Student Progress and Promotions Process• VUSM Core Competency Domains: Medical Knowl-

edge; Patient Care; Interpersonal and Communication Skills; Professionalism; Practice-based Learning and Improvement; Systems-based Practice; Leadership; and Scholarship.

⚬ Competencies that describe the specific knowledge, skills and attitudes within each core competency domain

⚬ Milestones for focus competencies within each domain that describe the explicit and measurable behaviors that learners develop as they progress from novice to expert.

• Course and clerkship grades• Full participation in the portfolio review process, as

described below. All formative and summative assess-ments are gathered in an interactive, electronic learn-ing portfolio and can be sorted by course, block, and clerkship, or by core competency domain to facilitate portfolio reviews.

III. Promotions Committees. The dean of the School of Medicine will appoint a Promotions Committee (PC) for each incoming first-year class, consist-ing of at least five faculty members who represent a variety of clinical and basic science departments, as well as the broad

diversity of the VUSM community. Each PC is charged with making decisions or recommendations as follows:

• Totheseniorassociatedeanforhealthscienceseduca-tion (SADHSE) regarding promotion of students in its assigned class from one phase to the next;

• TotheSADHSEanddeanfordismissal;and• Tothedeanandtheexecutivefacultyforgraduation.

A quorum of the PC shall consist of at least half of the voting members of a committee; however, any proposed dismissal requires the participation of all voting members. The chair of the PC may determine whether members must be physically present or may participate remotely for any given meeting. The associate dean for medical student affairs (ADMSA), associate dean for undergraduate medical education, the associate dean for diversity in Medical Education, and the senior associate dean for health sciences education (SADHSE) will be non-voting ex offi-cio members of each PC. In addition, course directors for their respective phases will attend PC meetings to provide informa-tion about the class as a whole, and to answer questions that PC members may pose regarding individual students. Portfo-lio coaches will also attend PC meetings during which any of their assigned students are scheduled for presentation.

PCs will meet regularly to review progress of individual students and the progress of its assigned class as a whole. PC meetings will occur three times during the Foundations of Medical Knowledge (FMK) phase, and twice in each subse-quent year. Additional meetings may be called by the ADMSA if concerns arise regarding any individual student as indicated by academic performance in any competency domain or as needed in the discretion of the ADMSA.

PromotionDecisions regarding promotion will be made at the end of the FMK phase and the end of Foundations of Clinical Care (FCC) phase. In view of the integrated and individualized nature of the Immersion phase, decisions will focus on the academic progress of the individual student during this phase instead of a yearly promotion schedule.

PCs determine promotion for those students who have demonstrated expected levels of achievement at the end of the respective curricular phase. PCs will determine whether students are ready for promotion based on successful comple-tion of all phase requirements, as evidenced by passing grades in all required and electives courses, and satisfactory progress in each VUSM Core Competency Domain. The Promotions Com-mittee’s determination of satisfactory progress in competency domains will be based on review of the assessment documenta-tion/information compiled in each student’s learning portfolio (LP). Students must fully participate in the self-assessment and PLP process in order to be promoted to the next phase.

GraduationThe PC for the graduating class will meet shortly before Com-mencement for final review of student progress. Students who have successfully completed all required curricular elements and who have demonstrated expected levels of achievement in each VUSM Core Competency Domain will be recommended for conferral of degree. These recommendations will be presented in written form to the dean and the executive faculty for final approval.



Student Progress ReviewsIn addition to considerations of promotion and graduation, PCs will meet twice during the FMK phase, once during the FCC phase and three times during the Immersion phase to review student progress. These formative reviews will assess whether students are making satisfactory progress towards attaining the achievement levels required for promotion to the next phase, or towards graduation. They will be based on review of the assessment data compiled in each student’s LP.

IV. Portfolio ReviewsAt times designated on the academic calendar for each phase, students will prepare either formative self-assessments (FSAs) or summative self-assessments (SSAs) that are based on their performance since the prior self-assessment. These self-assess-ments will use a VUSM Core Competency format, and will be guided by templates in the LP.

Students will begin their self-assessments by reviewing data accrued for each of the VUSM sub-competencies in a core competency domain. For the most part, this data will result from curricular assessments, but students may also enter data that represents extra-curricular activities, such as volunteer work or organizational leadership. For each sub-competency, students will designate a milestone level that describes their level of achievement. After indicating a milestone level for each sub-competency in a certain domain, students will assign a domain score for each VUSM core competency:

For the FMK phase, these domain scores will be:• BelowThreshold• Threshold• Target

For FCC and Immersion phases these domain scores will be:• BelowThreshold• Threshold• Target• Reach

“Below Threshold” indicates failing performance.**“Threshold” indicates a marginal performance that meets expectations in some areas but not all.“Target” indicates a performance that meets all expectations.“Reach” indicates a performance that exceeds expectations for students in that phase.

Because the attainment of competencies is a developmental process, the achievements that define Threshold, Target, and Reach will progress with the phases of the curriculum.

After assigning a domain score for each core competency domain, students must compose the following:

• Abriefjustificationforeachscore,citingspecificassess-ment evidence. These justifications will be guided by prompting questions and must be written for all core competency domains.

• Asummaryreflectionindicatingareasofstrength,areasfor improvement and areas of interest. This reflection will be guided by prompting questions.

• Apersonalizedlearningplan(PLP)basedonthesum-mary reflection. The PLP will consist of:

⚬ Learning goals ⚬ Activities that students will undertake to meet learn-

ing goals ⚬ Metrics that will indicate attainment of learning goals ⚬ A timeline for achievement

Students must specifically address any core competency with a domain score of Threshold or Below Threshold both in their summary reflections and in their PLPs.

After students complete their self-assessments (either FSAs or SSAs) and PLPs, they will submit them electronically to their portfolio coaches and schedule meetings with the port-folio coaches. Coaches will have reviewed student LPs prior to the meetings, and will have independently designated mile-stone levels for each sub-competency and domain scores for each core competency. At the time of the meetings, coaches and students will review their scores, discuss and attempt to resolve differences, and review PLPs for appropriateness. The original student self-assessment, the coach assessment, and the report of the joint assessment resulting from the student-coach meeting will all be submitted to a designated PC member for review prior to the scheduled PC meeting and will become a part of the LP. If differences were not resolved during the student-coach meeting, this will be indicated in the accompanying report form submitted to the PC member. The PC will make a final determination regarding the correct levels and scores. PC members will have complete access to the assessment evidence in the LPs of all students assigned to them to assist in making these determinations.

V. Promotions Committee MeetingsEvery Promotions Committee (PC) member will be assigned a cohort of students to follow throughout medical school. Prior to each meeting, PC members must review all materials submitted for each assigned student. In addition, the PC mem-ber must review the PLP of any student with a domain score of Threshold or Below Threshold.

Any student with a domain score of Threshold or Below Threshold must be presented by the PC member at the PC meeting. In addition, PC members will present any assigned student with unresolved differences between student self-assessment and Coach assessment along with his/her recom-mended scores. If the PC member cannot attend a PC meeting in person or remotely to make the needed presentations, he/she will designate another member of the PC to share the information regarding the student. The PC member initially assigned to the student will share with the alternate PC any information that he/she may have assembled in preparation for the meeting.

Progress MeetingsThe PCs will make one of the following designations for each student at all student progress meetings:

1. Satisfactory Progress: Generally for students with all Target or Reach scores and passing grades in all courses

2. Satisfactory Progress with Concern: Generally for students with 1-2 Threshold scores, regardless of course grades; and/or P* course grade

3. Unsatisfactory Progress: Generally, for students with >2 Threshold scores or 1 Below Threshold, regardless of course grades; and/or failing course grade**. Ordinarily these students will be placed on academic probation. (See section on Probation below)

** Any performance deficiency that is serious enough to result in course failure must be attributed to a specific competency domain or domains by the course director. This will automati-cally result in a Below Threshold score in those domains for that assessment period.

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Students who fail a required block, course, or clerkship must repeat that element, or must have an alternate remedia-tion plan that is approved by the course director. The alternate remediation plan or repeat course work must be a part of the PLP in order for the PC to approve the PLP. In addition, failing Step 1 of the USMLE automatically results in a Below Threshold score in Medical Knowledge and must be addressed in the PLP in order for the PC to approve the PLP.

The PLPs for students with designation of Satisfactory Progress with Concern or Unsatisfactory Progress must be approved by the PC and these students must be presented at the next PC meeting to review progress in addressing deficien-cies. The PC may require additional meetings between the coach and a student with a status of Unsatisfactory Progress or Satisfactory Progress with Concern during the period between PC meetings.

FMK and FCC Promotions Meetings:The PCs will make one of the following decisions or recom-mendations for each student at the FMK and FCC Promotions meetings:

1. Promotion2. Promotion on Probation3. No Promotion a. Repeat the Phase on Probation b. Dismissal

Because the portfolio review includes assessment of competencies across courses, it is possible for students to pass all of their courses and still have concerns within competency domains that warrant probation or dismissal.

Decisions on all actions other than dismissal (promotion, promotion on probation, or no promotion with repeat the phase on probation) are made by the PC. The SADHSE will review those decisions upon the written request of the student as set out in the section on probation below.

Students will be notified by the ADMSA of all Promotions Committee decisions. For Promotion, this shall generally be done in writing. For other actions of the Promotions Com-mittee, the student will be informed in person by the ADMSA (if possible) and the decision of the PC will be confirmed in writing by the chair of the Promotions Committee.

VI. Adverse Actions

ProbationStudents may ask the SADHSE for reconsideration of any decision for probation or non-promotion on probation. The request must be made in writing within 7 calendar days of receiving the decision from the ADMSA. The student may meet with or present any additional information in writing to the SADHSE, who will review the information presented by the student, the Chair of the PC, and the deliberations of the PC, and either uphold the PC decision, request a meeting for reconsideration of additional information, or reverse the deci-sion. If a decision for probation or non-promotion on proba-tion is reversed by the SADHSE, the SADHSE will respond to the PC in writing with his/her decision. Even if the SADHSE reverses a decision of the PC, the SADHSE can require that the student follow any PC requirements and/or recommenda-tions for addressing deficiencies (See below).

The PLPs for students who are placed on probation for any reason must include a specific remediation plan that is approved by the PC. The PC may add requirements to the PLP,

such as regular meetings with the associate dean for medical student affairs or other advisers, and/or recommendations such as elimination of extra-curricular activities that may be interfering with satisfactory academic progress. All students who are placed on probation will receive a letter from the chair of the PC that outlines reasons for the probation, require-ments and recommendations for addressing deficiencies, con-ditions for removal of probation, including an expected time frame, and actions that can be taken if conditions are not met. Probation is considered an adverse action that will be noted on the student’s transcript and the Medical Student Performance Evaluation, and will be reported as necessary in future gradua-tion verifications and other requests for information.

All students on probation will be presented at the next PC meeting to determine whether there has been satisfactory progress. At that time the PC may take the following actions:

1. Remove probation: Domains of concern now at Target. Probation can be removed at any PC regular meeting if students have satisfactorily addressed deficiencies, even if this is before the time frame originally designated by the PC.

2. Continue probation: Domain scores not yet at Target but progress is being made. This action is also subject to reconsideration by the SADHSE.

3. Recommend dismissal: Domains of concern remain Below Threshold or at Threshold, and/or or additional domains are scored at Threshold or Below Threshold.

DismissalPCs ordinarily will recommend dismissal only after a student has been given a reasonable probationary period to address deficiencies. Most often, this reasonable period will consist of a full academic phase for FCC or FMK; for the Immersion phase, the PC will designate a period of time during which the deficiency must be addressed. A decision to recommend dismissal requires participation of all PC members.

Dismissal may be recommended at any time for a student who demonstrates either a singular egregious behavior or is involved in a serious incident(s) that is inconsistent with the expectations for medical students at VUSM, violates university policy, or demonstrates a pattern of unprofessional behav-ior or other academic failures. The PC will meet as soon as possible to consider the situation, including its severity, and render a recommendation. The ADMSA will meet with the student prior to the PC meeting to hear the student’s explana-tion, including any mitigating circumstances that could affect the PC’s recommendations. The ADMSA will present the student’s explanation, as well as any mitigating circumstances to the PC. Alternately, the student may elect to appear before the PC in person or to submit their explanation and any other information to be considered by the PC in writing, or may ask another faculty member to appear to offer information on behalf of him or her at the PC meeting.

If a recommendation for dismissal has been made by the PC, the ADMSA will present the recommendation to the SADHSE and the dean. The dean may reverse the recommen-dation if the dean disagrees with the decision, or if mitigating factors are identified and presented in writing by the student or by the SADHSE. If a recommendation for dismissal is reversed by the dean, the dean will respond in writing to the PC. In this circumstance the PC will consider whether proba-tion or other action is appropriate under the guidelines above. If the dean accepts the recommendation of dismissal it will



be confirmed in writing, and the ADMSA will meet with the student to inform him/her of the decision. The ADMSA will also review the following options with the student:

1. Voluntary withdrawal from VUSM. The decision to withdraw must be presented in writing by the student to the ADMSA within seven (7) calendar days of the ADMSA’s meeting with the student to inform him/her of the decision of dismissal.

2. Dismissal. If the student does not request to withdraw within this seven (7)-calendar-day time frame, the dismissal will take effect on the eighth calendar day.

3. Appeal. Appeals must be made in writing to the ADMSA within seven (7) calendar days of the meeting between the ADMSA and the student regarding the dean’s decision to accept the recommendation of dis-missal. An appeal automatically ends a student’s right to withdraw.

If the student is unwilling or unable to meet with the ADMSA, the student will be informed of the decision in writ-ing and the time frame will run from the date of the written notice.

Appeal of DismissalA student who decides to appeal a decision of dismissal must submit a written request to the ADMSA within seven (7) calendar days of notification of dismissal. If a dismissal decision is appealed, a review panel consisting of at least five (5) members of the executive faculty will be assembled by the dean or the dean’s designee for a hearing within seven (7) calendar days of the written request from the student, unless the chair of the review committee determines that there are valid reasons to extend this time frame. In preparation for the hearing, the ADMSA will make available any relevant information/documentation for the panel’s review, which will include the all of the assessment com-ponents of student’s LP. The ADMSA will answer any questions regarding the appeal from the student and assist the student with gathering additional information or documentation. The student may choose to be present or make a presentation in writing, which may contain documentation from other students, faculty members, and/or other sources. In addition, the student may request a faculty member to be present and offer information to the review panel. The student cannot have other representatives at this meeting. The chair of the PC will attend this meeting to represent the findings of the PC. The ADMSA will also attend the meeting to answer questions from the review panel. If the review panel upholds the decision, the student will be dismissed without opportunity to withdraw. If the review panel reverses the decision, the review panel will refer the student’s status to the PC with its written findings, for consideration of probation, and the require-ments and conditions that would accompany that (see above). The review is conducted without the presence of attorneys for either party. However, either party may consult with its own counsel prior to such review or during a break in the proceedings. The decision of the review panel will be final.

Temporary SuspensionThe School of Medicine reserves the right, through the SADHSE (or designee), to temporarily suspend a student for conduct disrupting the operations of the Medical Center, including the School of Medicine, pending referral to the Promotions Committee or other appropriate process. The SADHSE will notify the student in writing of the conditions of the temporary suspension. If the student is reinstated, the

student will work with the ASDA to address any course work during the suspension.

Degree Requirements —Other Degrees

Hearing and Speech SciencesAll candidates for the doctor of audiology (Au.D.), master

of science in speech-language pathology (M.S.–S.L.P.), and master of education of the deaf (M.D.E.) degrees must have satisfactorily completed all residency, academic course, and clinical practica requirements of their respective programs.

Doctor of AudiologyDegree Requirements

• ThecandidatefortheAu.D.degreewillspendatleastnineacademic semesters of graduate study at Vanderbilt and is expected to be enrolled in the School of Medicine during each fall, spring, or summer semester until completion of the degree.

• ForAu.D.students,aminimumof70semesterhoursofformal, didactic course work which includes 15 clinical practicum semester hours is required for the Au.D. degree.

• AllAu.D.studentsareexpectedtoparticipateandmakegood progress in developing clinical skills through clinical practicum throughout their program. The first semester of clinical practicum will involve more observation and guid-ance than actual hands-on experience. A grade of Pass (P) or Fail (F) will be awarded for the first semester of practicum, primarily based on attendance, punctuality, professionalism, and active engagement in the learning process. In subse-quent semesters, clinical supervisors award traditional letter grades (A, B, C, F) for clinical performance/learning, a grade which may be reduced for unexcused absences from either clinic or clinical case conference according to prevailing departmental guidelines. Student performance is reviewed annually, and a failure to appropriately develop clinical skills can result in probationary status which must be alleviated in order to continue in the program.

• Au.D.studentsmustcompleteafourth-yearclinicalexternship which begins at the conclusion of the third year and must continue for a minimum of ten months.

• AllAu.D.studentsmustcompleteacapstoneproject.Thedoctoral capstone project comprises 6 credit hours taken in years 2 and 3.

Master of Science–Speech Language PathologyDegree Requirements

• ThecandidatefortheM.S.-S.L.P.willspendatleastfiveacademic semesters of graduate study at Vanderbilt. Can-didates for the M.S.-S.L.P. are expected to be enrolled in the School of Medicine during each fall, spring, or summer semester until completion of their degree requirements.

• ForM.S.-S.L.P.studentswithanundergraduatebackgroundin communication sciences and disorders: A minimum of 48 semester hours of formal, didactic course work and 10 to 11 clinical practicum credit hours is required for the master’s degree. For M.S.-S.L.P. students without an undergraduate background in communication sciences and disorders: A minimum of 54 semester credit hours of academic course-work and 11 clinical practicum credit hours is required.

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Curriculum requirements, course content, and the number and distribution of credit hours within the 58-65 total are determined by the M.S.-S.L.P. program faculty.

• Enrollmentinclinicalpracticumisrequiredduringeachsemester of the student’s enrollment. Students must have 25 clock hours of clinical observation of clinical service provision conducted by or supervised by a person with the Certificate of Clinical Competence (CCC) in speech-language pathology from the American Speech-Language-Hearing Association. If this observation has not been met prior to enrollment in the M.S.–S.L.P. program, the student will complete the observation during the first semester before having an opportunity for direct patient contact. During the final semester of enrollment, the student will complete a 10-week full-time externship. Students are expected to have completed a minimum of 400 clinical clock hours prior to initiation of the externship.

Master of Education of the DeafDegree Requirements

• ThecandidatefortheM.D.E.degreewillspendatleastthree academic semesters of graduate study at Vander-bilt. Candidates for the M.D.E. degree are expected to be enrolled in the School of Medicine during each fall, spring, or summer semester until completion of the degree.

• ForM.D.E.studentsontheone-yeartrack,aminimumof30semester hours of formal, didactic course work and 8 practi-cum semester hours is required. Students on the two-year track must complete a minimum of 50 semester hours of formal, didactic course work and 14 practicum semester hours.

• Maymesterinternship/externship,designedtoprovidestu-dents with a unique opportunity for a three-week intensive practicum working with deaf and hard-of-hearing children in an auditory-oral setting, is required for graduation.

• Studentsmustalsocompleteaserviceobligationexperi-ence which provides them with the opportunity to gain an enhanced understanding of the challenges facing children with hearing loss and their families. Service obligations require a minimum of 100 hours during the first year of enrollment. At least half of the hours should involve direct child contact.

Master of Health Professions EducationDegree Requirements

• CandidatesfortheM.H.P.E.degreemusthavecompletedtwo years or six semesters of course work with a total of 36 semester credit hours. Each student will be expected to enroll in fall, spring, and summer semesters until comple-tion of degree requirements.

• Studentsmustalsocompleteacapstoneprojectforatotalof 5 semester credit hours.

Master of Laboratory InvestigationDegree Requirements

• CandidatesfortheM.L.I.degreearerequiredtocompletethirty-six semester credit hours. However, no more than twelve hours may be taken in an academic year, unless approved by the program director. Entering students are required to complete Responsible Conduct of Research. Students may earn a maximum of 6 semester credit hours

for Interdisciplinary Graduate Program (IGP) bioregula-tion modules. To complete thirty-six hours of credit, students will choose one of three program tracks.

• 1)ResearchwithThesisTrack:Studentswhochoosethistrackwill develop a research project under the direction of a mentor and must register for twelve semester hours of research. Note: Only research conducted outside of one’s job requirements can be considered for research credit. In lieu of a formal thesis, a graduate student can prepare a manuscript that is suitable for publication. Although it is highly desirable that the manuscript be published, there is no requirement that the manuscript be published in order for a student to graduate.

• 2)ModifiedResearchTrack:Studentswhopursuethistrackare not required to write a thesis, but are expected to present their research to a formal audience, which may include a conference gathering or poster presentation at Vanderbilt University. This track requires six semester hours of research and at least six hours of technique training modules. Note: Only research conducted outside of one’s job requirements can be considered for research credit.

• 3)TechniquesTrack:Individualswhohaveastrongacademic/research background may select a track that emphasizes strengthening their laboratory techniques. This track requires twelve semester hours of advanced technique modules.

• Studentsarerequiredtoassembleacommitteeoffacultymembers who will direct their research and the selection of course work and technique modules throughout the degree program. A committee includes a minimum of three fac-ulty members, one of whom will be the student’s mentor. Committee approval of satisfactory progress is required each semester.

Master of Public HealthDegree Requirements

• CandidatesfortheM.P.Hdegreemustcomplete42academiccredit hours of course work. Students in both tracks take core courses in epidemiology, biostatistics, social and behavioral science, environmental health, health services administration, and research ethics. Students in the Epidemiology track take advanced courses in epidemiology, biostatistics, program and policy evaluation, protocol development, and grant writing. Students in the Global Health track take advanced courses in global health, leadership, policy, and management, with an emphasis on education, management/leadership, or biomedi-cal informatics in global settings.

• Satisfactorycompletionofapracticumandthemaster’sthesis, which will be graded as Pass/Fail, is also required.

• Upto15credithoursofcourseworkfromotherschoolsat Vanderbilt or other universities may be applied to the required 42 credit hours needed for the degree, conditional upon the approval of the Admissions Committee; other hours must be completed from program offerings.

Master of Science in Clinical InvestigationDegree Requirements

• CandidatesfortheM.S.C.I.mustcomplete35semestercredit hours of the core course work.

• Completionofafinalprojectintheformofasubmission-ready, extramural grant or an original article for publication



in a peer-reviewed journal is also required. Final projects are reviewed and approved by the Promotions Committee.

• Studentswhoareunabletocompleteagrantormanuscriptmay submit a thesis. The thesis should include a brief intro-duction explaining why a grant or manuscript could not be submitted. No oral presentation is required. The thesis should include a brief statement of the student’s role in the work to be described in the research report and a 10-to-15-page report outlining the hypothesis tested, background and significance of the work, the experimental approach and methods, data analysis/sample size calculations, antici-pated results and pitfalls, results to date, interpretation of results, discussion of results, and future plans.


Professional Doctorate in Medical PhysicsDegree Requirements

• CandidatesfortheD.M.P.mustcompleteatotalof92semester credit hours. Of this total, 50 semester credit hours will be in didactic classroom and laboratory instruction, with an emphasis on either imaging or radiotherapy physics.

• Candidateswillcompleteanindependentstudyprojectforsix semester credit hours.

• Studentsarerequiredtocomplete30semestercredithours of professional clinical rotations. Clinical training will total a minimum of 24 months. Limited introductory clinical training called practicum (approximately three full-time equivalent months) will occur in year 2; students will receive 6 professional credit hours for the successful completion of the practicum.

Master of Science in Medical PhysicsDegree Requirements

• CandidatesfortheM.S.M.P.mustcompleteatotalof38semester credit hours. Of this total, 32 semester credit hours will be in didactic classroom and laboratory instruction with an emphasis on either imaging or radiotherapy physics.

• Studentsarerequiredtocomplete6semestercredithours of professional clinical rotations or practicum. The practicum is specific to the areas of clinical diagnostic and nuclear medicine imaging or radiotherapy treatment plan-ning and associated techniques.

• Studentsmaychooseathesisornon-thesisoptionineitherdiscipline. Students in the non-thesis option may choose to participate in a 1-2 semester credit hour independent study.

Academic Policies—Other Degrees

RegistrationAcademic Load and Credit Hours. The normal academic load

for fulltime status is 8 to 12 hours in the fall and spring semes-ters. Half-time status is 4 to 7 hours. The summer full-time load is 6 or more hours with half-time load at 3 to 5 hours. All full-time students must register each fall and spring semester with no breaks in registration to remain in good standing. Stu-dents in the Department of Hearing and Speech are required to

have continuous enrollment through fall, spring, and summer semesters. For courses given in sequence or with prerequisite courses, a student may not enroll in the second or subsequent course without completing the first course in the sequence with a grade of B or higher.

Credit hours are semester hours; e.g., a three-hour course carries credit of 3 semester hours. One semester credit hour represents at least three hours of academic work per week, on average, for one semester. Academic work includes, but is not necessarily limited to, lectures, laboratory work, homework, research, class readings, independent study, internships, prac-tica, studio work, recitals, practicing, rehearsing, and recitations. Some Vanderbilt courses may have requirements that exceed this definition.

Changes in registration. Changes to semester-long courses must be made within the change period (the first ten days of the term). A student may formally withdraw from a course after the end of the change period with the permission of the faculty member, and a grade of W will be given. After the mid-point of the semester, a student is not permitted to withdraw from the course except under certain circumstances. Failing the course is not considered one of the circumstances. Students should also be aware of financial ramifications of dropping a course after the change period. Some programs may allow additional change periods within the term.

Auditing a course. Auditing of courses may be subject to program-specific policies. Some programs do not allow auditing due to the strong emphasis on student participation in course work. With the program and instructor’s permission, students may be permitted to audit a course. Only students registered for regular courses will be allowed to audit a course. Students who audit are expected to attend class regularly. Audits will be recorded on the student’s transcript. Students may be limited to the number of courses that may be audited in a given semester. A grade of AW will be entered onto a transcript when a student withdraws from a course that is being audited after the change period (the first ten days of the term).

Special students. Special students admitted as non-degree seeking students may register for selected courses. Students seeking special student status must submit an application to the program within which the course is offered. Approval of the instructor and the program administration is required. Special students must meet the same eligibility requirements as the program’s degree seeking students. Registration for individual classes is contingent upon availability of space in the course.

Joint degree students. Students pursuing a joint degree will be required to designate a primary degree program during each registration period.

Grading and Promotion PoliciesGrading. The grading scale will include the following:

A+ = 4.0A = 4.0A- = 3.7B+ = 3.3B = 3.0B- = 2.7C+ = 2.3C = 2.0C- = 1.7 (no earned hours/quality hours and quality points only)F = No credit

Pass/Fail Grading: Some courses may be designated as pass/fail. The grades for these courses will not be calculated in the GPA unless the final grade is F. Degree-seeking students may

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not elect to take a course pass/fail. Non-degree seeking students may be allowed by a program to elect to take a course pass/fail.

Incomplete: The grade I (Incomplete) may be used at the discretion of the instructor in those cases in which the student is not able to complete work in the normal time. An I that is not replaced by a letter grade within one year may be changed to an F at the discretion of the instructor. Otherwise, the I may become permanent and remain on the transcript as such.

A Grade of W: The grade of W is entered onto the tran-script when a student withdraws from a course after the close of the change period (the first ten days of the term) or from the School of Medicine program.

Academic Probation and Good Standing: A cumulative grade point average of 3.0 is required for graduation. A semes-ter average of 3.0 is required to remain in “good standing.” A student whose cumulative grade point average falls below 3.0 may be placed on probation for one semester. If at the end of the semester the grade point average is still below 3.0, the student may be advised to withdraw or face dismissal. Degree programs may have additional requirements concerning requirements for the degree.

Repeating a Course: Students may be required to repeat a course for which a grade of C or below was received. Both courses will be reflected on the transcript, but the second grade earned will be the one used in computing the student’s grade point average. In some programs only a grade of B or better will count toward degree requirements.

Grade Change Policy: A grade recorded in the University Registrar’s Office (on a transcript) may be changed only upon the written request of the instructor with the approval of the appropriate program official. Changes may be submitted to the School of Medicine registrar for submission. This policy also includes changing an I to a final grade.

Grievance Procedure: Students who believe their academic per-formance has not been judged reasonably or fairly, or who believe their intellectual contributions have not been fairly acknowledged, should consult the director of their degree program with any concerns. Each program will determine the process through which a grievance will be addressed. It is recommended that students address these issues as soon as possible, but preferably within six months of the completion of the course work.

Transfer Credit: Only those courses for which a student has received a grade of B or its equivalent will be considered for transfer. In general, no more than 6 credit hours earned as a non-degree seeking student may be applied toward degree credit. In some programs, students may petition for approval of additional credits to be applied to their degree program. Credit will not be given for courses taken in the Division of Unclassified Studies.

Credit for Courses Taken as an Undergraduate: Students may not request credit for work taken prior to beginning the degree program if the credit was used to satisfy requirements of the previous degree. Students wishing to receive credit from previous work must request approval through the director of the program.

Satisfactory Academic Progress: The normal time frame for completion of required course work for the doctor of audiology and doctor of medical physics degrees is four academic years. The maximum time for completion of these degrees is no more than five years. The normal time frame for completion of required course work for the master of science in medical physics, master of public health, master of education of the deaf, master of science (speech-language pathology) and master of clinical investiga-tion is two years. The maximum time for completion of these degrees is no more than three years. The normal time frame for completion of required course work for the master of laboratory

investigation is three years. The maximum time for completion of the degree requirements is no more than four years.

Student ActionsLeave of Absence. Students who wish to interrupt their

study must request and receive a leave of absence from the program director. Additional approval may be required for some programs. A leave of absence is granted for a maximum of one year. Students who do not register after the leave may be dropped from the rolls and may be required to request rein-statement to the program. All programs have limits to the time within which all requirements must be completed, and it is the student’s responsibility to be aware of these limits.

Withdrawal from the University. Students who intend to withdraw from the university should inform the program director in writing. Improper notification may result in aca-demic or financial penalties.

CommencementThe university holds its annual Commencement ceremony following the spring semester. Degree candidates must have completed successfully all curriculum requirements and have passed all prescribed examinations by the published deadlines to be allowed to participate in the ceremony. In the same way when degree requirements have been completed, it is necessary for the degree to be conferred. A student completing degree requirements in the summer or fall semester will be invited to participate in Commencement the following May; however, the semester in which the degree was actually earned will be the one recorded on the diploma and the student’s permanent record. Students unable to participate in the graduation ceremony will receive their diplomas by mail. All students are required to be free of indebtedness to the university at the time of graduation.



Alpha Omega AlphaA chapter of this medical honor society was established by char-ter in the School of Medicine in 1923. Not more than one-eighth of the students of the fourth-year class are eligible for member-ship, and only one-half of the number of eligible students may be elected to membership during the last half of their third year. The society has for its purpose the development of high stan-dards of personal conduct and scholarship and the encourage-ment of medical research. Students are elected into membership on the basis of scholarship, character, and originality.

Founder’s MedalThe Founder’s Medal, signifying first honors, was endowed by Commodore Cornelius Vanderbilt as one of his gifts to the University. This medal is awarded to the student in the gradu-ating class of the School of Medicine who, in the judgment of the Executive Faculty, has achieved the strongest record in the several areas of personal, professional, and academic perfor-mance in meeting the requirements for the doctor of medicine degree during four years of study at Vanderbilt.

Class Day AwardsTHE SCHOOL OF MEDICINE AWARD OF DISTINCTION. This award is presented to students who have demonstrated outstanding leadership abilities in service to the School of Medicine.

DEAN’S AWARD. Presented to medical students distinguished by out-standing service to the School of Medicine and the community.

THE DEAN’S AWARD FOR RESEARCH. This award is presented to the graduating medical student who best exemplifies the attributes that lead to success in basic science or clinical research, namely creativity, dedica-tion, productivity/multiple publications and careful diligence.

THE KAUFMAN PRIZE IN MEDICINE. This award honoring J. Kenneth Kaufman, M.D. ’39, is presented to a graduating medical student who has demonstrated qualities of humaneness, dedication, and unselfish service in the study of medicine and will apply these qualities in medical practice.

THE GEOFFREY DAVID CHAZEN AWARD. This award for innovation in medical education was established to recognize a student, resident, fel-low, or faculty member who has made special contributions to the edu-cational programs of the Vanderbilt University School of Medicine through the development and implementation of effective innovation in educational approach.

GLASGOW–RUBIN CERTIFICATE OF COMMENDATION. This certificate is presented in recognition of women medical students who graduate as honor graduates. It serves to reaffirm the American Medical Women’s Association’s commitment to encouraging their continuing achievement.

THE GEORGE AND BARBARA BURRUS MEDICAL MISSIONS AWARD. This award is presented to a student who has demonstrated exceptional interest and participation in providing medical care to the poor during medical school either locally or abroad.

THE LEONARD TOW HUMANISM IN MEDICINE AWARD. PRESENTED BY THE ARNOLD P. GOLD FOUNDATION. This award is given to a grad-uating student and a faculty member who demonstrate compassion and empathy in the delivery of health care, and who engender trust and confi-dence in both their patients and colleagues while adhering to professional ethical standards.

DAVID R. FREEDY MEMORIAL AWARD. This award was established to honor the memory of David Richard Freedy, a member of the Class of 1993. It is given to the student whose character, integrity, and courage provide inspiration to others and who has been dedicated to improving and promoting community life.

AMOS CHRISTIE AWARD. This award recognizes the student in the grad-uating class who has demonstrated the outstanding qualities of scholar-ship and humanity embodied in the ideal pediatrician. The award is in memory of Dr. Amos Christie, who was Professor and Chairman of the Department of Pediatrics from 1943 to 1968.

JOHN G. CONIGLIO PRIZE IN BIOCHEMISTRY. This award presented to a medical student who has distinguished him/herself in Biochemistry. Both accomplishments in biomedical research and performance in Bio-chemistry courses are considered in evaluating candidates for this award. This award was established by friends of Professor Coniglio on the occa-sion of his retirement to honor his many contributions to medical educa-tion at Vanderbilt.

JOHN L. SHAPIRO AWARD FOR EXCELLENCE IN PATHOLOGY. This award, given upon action of the Department of Pathology, recognizes out-standing student performance in pathology. It is given annually or other-wise depending upon action by the department and honors the memory of Dr. John L. Shapiro, who was Professor and Chairman of the Department of Pathology from 1956 to 1971. Dr. Shapiro remained an active partici-pant in a variety of university and community activities, until his death on July 15, 1983.

CANBY ROBINSON SOCIETY AWARD. With nominations generated from the fourth year class, this award is presented to a member of the gradu-ating class who possesses those intangible qualities of common sense, knowledge, thoughtfulness, personal warmth, gentleness and confidence which combine to make the “Ideal Doctor”...the person fellow classmates would most like to have as their personal physician.

THE ALBERT WEINSTEIN PRIZE IN MEDICINE. The Weinstein Prize in Medicine is awarded to a student who has demonstrated high academic achievement, superior clinical competence, and the qualities of dedication and professionalism that characterize a good physician.

RUDOLPH KAMPMEIER PRIZE IN MEDICINE. The Kampmeier Award is presented by the Department of Medicine to the graduate who, in the judgment of the faculty, best combines high academic achievement with clinical excellence, original scholarship or research, and demonstrated potential for an academic career.

SURGICAL CLERKSHIP AWARD. This award is presented by the Section of Surgical Sciences to a student who has shown superior performance in the third-year surgical clerkship and who plans to enter graduate educa-tion in surgery.

THE H. WILLIAM SCOTT JR. PRIZE IN SURGERY. This award is pre-sented to the graduating medical student who exemplifies the qualities of leadership, performance, and character reflecting the ideal surgeon.

HOSPITAL AWARD OF EXCELLENCE. This award recognizes the fourth year medical student by the chief residents of the services as having con-tributed most toward excellent patient care by demonstrating sensitivity, compassion, and concern in clinical responsibilities to patients of Vander-bilt Medical Center.

BEAUCHAMP SCHOLARSHIP. Endowed and awarded to the student showing the greatest progress in the field of psychiatry.

Honors and Awards

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THE AWARD FOR EXCELLENCE IN INFECTIOUS DISEASES. This award is presented by the Divisions of Infectious Diseases in the Departments of Medicine and Pediatrics to the student who has demonstrated outstand-ing aptitude and performance in clinical and investigative efforts in infec-tious diseases or microbiology.

THE ORTHOPAEDIC SURGERY CLERKSHIP AWARD. This award is pre-sented by the Department of Orthopaedic Surgery to the student who has excelled in both the third and fourth year orthopaedic clerkships, and who has demonstrated outstanding potential in the field of orthopaedic surgery.

THE TOM NESBITT AWARD. This award is presented by the Nashville Academy of Medicine in recognition of the service and contribution of Tom Nesbitt, M.D., as a member of the Academy and 133rd president of the American Medical Association. It also honors the quality of medical leader-ship in Nashville, as evidenced through the eight AMA presidents elected from the Nashville Academy of Medicine, the most of any county in the country. For achievement in educational, socio-economic, and legislative affairs, the Tom Nesbitt award is presented to the graduating medical student who has understanding and appreciation for such endeavors, and who demonstrates exemplary character and leadership.

LONNIE S. BURNETT AWARD IN OBSTETRICS AND GYNECOLOGY. This award is given to the student demonstrating superior performance and who exemplifies the qualities of dedication, leadership, compassion, and integrity in the field of Obstetrics and Gynecology.

PAULA C. HOOS AWARD. The first-year class presents this award in rec-ognition of teaching excellence in the anatomy laboratory and to express appreciation for the assistance of members of the graduating class.

ROENTGEN AWARD. This award is given to a graduating medical student who has made important contributions in one of the radiological sciences during four years of study. Named for Wilhelm Conrad Roentgen, a pio-neer in diagnostic radiology, the award recognizes discoveries in either clinical or research areas.

THE HARRISON SHULL SR. GASTROENTEROLOGY AWARD. This award is to recognize a medical student who has demonstrated outstand-ing clinical performance during the student rotation in gastroenterology or hepatology.

J. DONALD M. GASS AWARD IN OPHTHALMOLOGY. This award is established in honor of Dr. J. Donald M. Gass, a graduate of Vanderbilt University School of Medicine, Class of 1957 and a renowned medical retina specialist. This award is given to a student who demonstrates excel-lence in ophthalmic education and research

EXCELLENCE IN EMERGENCY MEDICINE. This award for Excellence in Emergency Medicine is given on behalf of the Society for Academic Emer-gency Medicine. This award recognizes a medical student for outstanding clinical performance in the Emergency Department at Vanderbilt University Medical Center.

TENNESSEE ACADEMY OF FAMILY PHYSICIANS OUTSTANDING STU-DENT IN FAMILY MEDICINE AWARD. This award is presented in recogni-tion of dedication to the high ideals of family medicine.

OSCAR B. CROFFORD AWARD FOR DIABETES/ ENDOCRINE RESEARCH. This award is presented by the Division of Diabetes, Endo-crinology, and Metabolism and the Vanderbilt Diabetes Center to the graduating medical student who has performed outstanding research in the area of diabetes and endocrinology. This award was established to honor Dr. Oscar B. Crofford for his contributions to the diabetes research at Vanderbilt and throughout the world.

JAY W. SANDERS HONORS IN AUDIOLOGY AWARD. Given by the fac-ulty in the Department of Hearing and Speech Sciences for outstanding clinical and academic achievement in audiology.

AMERICAN ACADEMY OF NEUROLOGY MEDICAL STUDENT PRIZE FOR EXCELLENCE IN NEUROLOGY. This award is to recognize medical students for excellence in clinical neurology.

DAVID L. ZEALEAR PH.D. OTOLARYNGOLOGY SCHOLAR–INITIATIVE AWARD. This award is presented to a medical student who excels beyond clinical competence and who has become distinguished for outstanding effort towards the academic mission of otolaryngology—research, teach-ing, and/or outreach.

DAVID N. ORTH AWARD IN ENDOCRINOLOGY. This award is presented by the Division of Diabetes, Endocrinology, and Metabolism and the Endo-crine Society, the largest professional association devoted to all aspects of endocrinology, to a graduating medical student who has demonstrated outstanding performance in clinical or research endocrinology. The award honors Dr. David N. Orth for his contributions to and leadership in endo-crinology. He served as director of Vanderbilt’s Endocrinology Division and as president of the Endocrine Society.

DIXON N. BURNS AWARD IN MEDICAL ETHICS. This is an award given by the Center for Clinical and Research Ethics to the graduating medical student who has, through a written essay, demonstrated unusual ability in identifying and analyzing ethical issues presented in either clinical or research contexts.

FAMILY AND COMMUNITY MEDICINE MERIT AWARD. This award is pre-sented to a graduating medical student who has demonstrated leadership and a commitment to family and community health care.

GERALD FENICHEL AWARD IN NEUROLOGY. Dr. Gerald Fenichel, pro-fessor of neurology and pediatrics, founded the Department of Neurology at Vanderbilt University Medical Center and served as chairman from 1969 to 2001. As one of the founders of the Child Neurology Society, his con-tributions to the fields of neurology and child neurology are immeasurable. This award is presented to a graduating medical student entering neurol-ogy or child neurology who has demonstrated outstanding aptitude for clinical neurology and a devotion to patient care.

JAMES T. GWATHMEY PRIZE IN ANESTHESIOLOGY. This award is pre-sented to the graduating medical student who most clearly demonstrates the potential for excellence in academic anesthesiology. It is named after Dr. James Tayloe Gwathmey, a former Vanderbilt medical student who graduated in 1899 and went on to lead the creation of a new medical specialty called anesthesiology.

MILDRED T. STAHLMAN AWARD. This award honoring the pioneering spirit and achievements of Vanderbilt pediatrician Mildred Stahlman is pre-sented to the graduating student entering pediatrics whose performance exemplifies the highest standards of leadership, professionalism, and commitment to improving the lives of children.

OUTSTANDING TEACHING BY A MEDICAL STUDENT IN BRAIN AND BEHAVIOR. An award, given by the Department of Cell and Developmen-tal Biology, to recognize truly outstanding teaching by a medical student in the Brain and Behavior module.

RICHARD B. JOHNSTON JR. AWARD. This award is presented to a grad-uating student entering pediatrics who has demonstrated excellence in ac-ademic scholarship and an extraordinary commitment to clinical medicine exemplifying the highest professional standards of the physician-scientist.

RUSSELL J. LOVE HONORS IN SPEECH-LANGUAGE PATHOLOGY. Given by the faculty in the Department of Hearing and Speech Sciences for outstanding clinical and academic achievement in speech-language pathology.

School of Medicine / Honors and awards


Financial Information for Medical Students

Tuition for the academic year 2014/2015 is $45,350. The annual expense of a first-year student in the School of Medicine is estimated to be $76,376.


2014/2015Application fee (to accompany secondary application) $ 50Student activities and recreation fee 496Student health insurance 2,539Professional liability insurance 410Student long-term disability insurance 52Student health service fee 65Verification fee 150Transcript fee (one time only) 30

Payment of Tuition and FeesAll regularly enrolled medical students must pay the full tuition each year. There will be no exception to this require-ment. Graduate students who enroll in courses in the medical curriculum for credit toward an academic degree and who later become candidates for the doctor of medicine degree may be required to pay the full tuition as indicated above. One half of tuition, fees, and other university charges are due and payable by 13 August. The second half of tuition, fees, and other uni-versity charges are due and payable by 31 January. Additional information can be found at vanderbilt.edu/stuaccts.

Refund of TuitionStudents who withdraw officially or who are dismissed from the university for any reason after the beginning of a term may be entitled to a partial refund in accordance with the schedule shown below. No refund will be made after the tenth week in any term.

Withdrawal prior to the end of Reduction

1st full week 100% 2nd full week 90% 3rd full week 85% 4th full week 80% 5th full week 75% 6th full week 65% 7th full week 60% 8th full week 50% 9th full week 45%10th full week 40%


Late Payment of FeesCharges not paid by 13 August will be automatically deferred, and the student’s account will be assessed a monthly late pay-ment fee at the following rate: $1.50 on each $100 that remains unpaid after 13 August ($5 minimum). An additional monthly late payment fee will be assessed unless payment is received in

full on or before the end of each month, and late payment fees will continue for each month thereafter based on the outstand-ing balance unpaid as of the end of each month. All amounts deferred are due not later than 15 October for fall semester and 15 March for spring semester. Graduating students are not allowed to defer charges that are billed in advance for the final semester.

Financial ClearanceStudents may not be allowed to register for any term if they have outstanding unpaid balances for any previous term. No transcript, official or unofficial, will be issued for a student who has an outstanding balance until the account has been paid. Diplomas of graduating students may be withheld until all bills are paid.


Activities and Recreation FeesThe required student activities and recreation fees entitle students to use the facilities of Sarratt Student Center and the Student Recreation Center. The fees also cover admission to certain social and cultural events and subscriptions to certain campus publications. Specific information on these fees is published annually in the Student Handbook. By payment of an additional fee, students and their spouses may use their identification cards for admission to athletic events.

Professional Liability InsuranceStudents will be automatically covered with professional liability insurance, required of all enrolled medical students, at the time of registration. The annual premium is payable in addition to tuition. Details of the policy are available at the university student insurance office, and students are encour-aged to familiarize themselves with these details and with their responsibilities in this regard.

Students are covered whether they are at the Vanderbilt-affil-iated hospitals (Vanderbilt University Medical Center, Nashville Veterans Administration Hospital, St. Thomas Hospital, or Baptist Hospital) or elsewhere as a “visiting student,” providing that (1) the clerkship or other educational experience has prior approval from the School of Medicine as course work for credit, and (2) the activities within this experience are consonant with the student’s level of training and experience and are performed under the supervision of appropriate faculty and/or staff.

Disability InsuranceStudents will be automatically covered with long-term disabil-ity insurance, required of all enrolled medical students, at the time of registration. The annual premium is payable in addi-tion to tuition. Details of the policy can be found at https://medschool.vanderbilt.edu/financial-services/insurance.

Financial Information

61

Student Health InsuranceAll degree-seeking students registered for 4 or more hours at Vanderbilt are required to have adequate hospitalization insurance coverage. The university offers a sickness and accident insurance plan that is designed to provide hospital, surgical, and major medical benefits. A brochure explaining the limits, exclusions, and benefits of insurance coverage is available at www.gallagherstudent.com. Additional informa-tion is also available at vanderbilt.edu/stuaccts/g_health.html.

Student Health Service FeeThe required student health service fee covers required immu-nizations and health screening tests.

Verification FeeThe required verification fee covers all verification processes as required, including criminal background checks and drug screens.

Transcript FeeAll new students entering Vanderbilt for the first time are charged a one-time transcript fee for official university transcripts.

Financial AssistanceEducation leading to the doctor of medicine degree requires a careful consideration of financial commitment by prospective students and their families. Financial planning is an important part of the student’s preparation for medical school.

Scholarships awarded on the basis of merit and need are available through Vanderbilt. Financial aid from school sources must be considered a supplement to governmental and other sources, rather than the primary source of funds necessary to attend medical school. Institutional financial aid is not adequate to meet students’ demonstrated need, but approved educational expenses are met with funds from a combination of sources. Government funds that furnish significant loans to medical stu-dents are the Federal Direct Unsubsidized Loan and the Federal Direct Graduate PLUS loans. Private and institutional loans are also available to international students.

Additional information and applications for financial aid are online at https://medschool.vanderbilt.edu/financial-services/. Applicants desiring more specific information about financial aid resources should contact the medical school Office of Student Financial Services.

The following are Vanderbilt University School of Medicine institutional scholarships and loans available to assist students.

ScholarshipsTHE JAMES T. AND OLIVIA R. ALLEN SCHOLARSHIP FUND. Established in 1993 by Dr. and Mrs. James T. Allen (M.D. 1942) to provide scholar-ship assistance to needy and worthy students enrolled in the Vanderbilt University School of Medicine. Preference should be given to students who are members of the First Baptist Churches of Murfreesboro, Dickson, Waverly, Tennessee, in that order, but if no qualified students apply in any one year, that preference then be given to applicants who are Tennessee residents, and if no such qualified student applies in that year, give it to any qualified applicant.

THE ALPHA KAPPA KAPPA SCHOLARSHIP FUND. These funds are made available to students through contributions from alumni of the Alpha Kappa Kappa medical fraternity.

THE LUCILE R. ANDERSON SCHOLARSHIP FUND. This scholarship was established by Lucile R. Anderson (M.D. 1933).

THE SUE AND NELSON ANDREWS SCHOLARSHIP FUND. This en-dowed scholarship fund was established in 2001 through the generos-ity of Board of Trust member Nelson Andrews (B.A. 1950) and his wife, Sue Adams (B.A. 1951), to help deserving and needy students attend the School of Medicine.

THE BAKER-LEONARD SCHOLARSHIP. This scholarship was estab-lished by Quentin B. Leonard in memory of his grandparents, Bertha B. Baker and James S. Baker, his parents, Josephine F. Leonard and Sidney Leonard, and his uncle, Serring B. Baker.

THE EUGENE AND MARGE BESPALOW SCHOLARSHIP FUND. This en-dowed scholarship fund for deserving medical students was established by Dr. Bruce Dan (M.D. 1974) in honor of his grandparents.

THE THOMAS M. BLAKE SCHOLARSHIP. This endowed scholarship was established through a bequest provision by the late Thomas M. Blake, a 1944 graduate of the School of Medicine. The income is used to assist worthy students in the School of Medicine on the basis of merit. Partial-tuition scholarships are awarded periodically.

THE DR. DANIEL B. BLAKEMORE SCHOLARSHIP FUND. This endowed scholarship was established by the will of Mrs. Nell J. Blakemore in mem-ory of her husband for the benefit of worthy medical students who are in need of financial assistance.

THE POPPY PICKERING AND RICHARD D. BUCHANAN SCHOLAR-SHIP. This endowed scholarship was established in 2011 by Poppy Pick-ering (B.S.N. 1961) and Richard D. Buchanan (B.A. 1957, M.D. 1961) to provide financial support based on need or merit to deserving students at the School of Medicine.

THE BURRUS SCHOLARSHIP FUND. This endowed scholarship was es-tablished by members of the Burrus family to help meet the cost of tuition for medical students.

THE GREER BUSBEE III SCHOLARSHIP FUND. This endowed scholar-ship fund was established in 1999 by Dr. and Mrs. Brandon Busbee in remembrance of Greer Albert Busbee III for the benefit of medical students with financial need.

THE THOMAS CULLOM BUTLER AND PAULINE CAMPBELL BUTLER SCHOLARSHIP. This endowed scholarship was established by Thomas Cullom Butler (M.D. 1934) for worthy and needy medical students.

THE JIM AND JAN CARELL SCHOLARSHIP. This annually funded schol-arship was established in 2011 by James W. and Janet K. Carell to pro-vide financial support based on need to deserving students at the School of Medicine.

THE CARELL FAMILY SCHOLARSHIP. Established in 2012 by the chil-dren of James W. Carell to provide annual scholarship support to deserv-ing students at the School of Medicine.

THE WILLIAM ROBERT CATE, M.D., SCHOLARSHIP. This endowed scholarship was established in 1996 by numerous donors to provide unre-stricted scholarship support for the School of Medicine.

THE JOHN E. CHAPMAN M.D. ENDOWED SCHOLARSHIP FUND. This endowed fund was established in 2001 by friends, colleagues, and medi-cal alumni to honor Dean Chapman, the seventh dean of the School of Medicine, upon his retirement after twenty-five years of service. Full- and partial-tuition scholarships are awarded on the basis of merit and need.

THE JOHN E. CHAPMAN, M.D., AND JUDY CHAPMAN SCHOLARSHIP. This endowed scholarship fund was established through a bequest provi-sion by the late Grace McVeigh to honor her friends Dean Chapman and his wife Judy for their many years of service at Vanderbilt University. The income is used to support needy and worthy students in the School of Medicine.

THE ALICE DREW CHENOWETH SCHOLARSHIP. This scholarship hon-ors the career of Dr. Alice Drew Chenoweth (M.D. 1932), who had a distin-guished career as a pediatrician in the area of public health.

School of Medicine / Financial information


THE 1943 SCHOOL OF MEDICINE MARCH AND DECEMBER CLASS SCHOLARSHIP. These endowed scholarships were established by mem-bers of these medical school classes.











THE 1978 SCHOOL OF MEDICINE CLASS SCHOLARSHIP. This scholar-ship was established in 2007 to provide scholarship support to students enrolled in the School of Medicine.









THE DR. ROBERT D. COLLINS SCHOLARSHIP FUND. This endowed scholarship was established by alumni in honor of Dr. Robert D. Collins (M.D. 1951) a distinguished and admired longtime professor of pathology.

THE COMMONWEALTH SCHOLARSHIP. This scholarship aid is made possible by the generosity of the Commonwealth Fund of New York City, a private foundation which has been supporting needy and deserving stu-dents in the School of Medicine for many years.

THE MARVIN B. AND MILDRED G. CORLETTE SCHOLARSHIP. This scholarship was established in December 2003. This endowment will sup-port students in the medical school.

THE LOUISE WILLIAMS COUCH SCHOLARSHIP. This endowed scholar-ship was established in 1998 in a letter from Dr. Orrie A. Couch requesting that a fund he established in 1962 at the George Peabody College for

Teachers (now Peabody College at Vanderbilt) be transferred to the medical school for the purpose of providing scholarship support for medical students.

THE DEBORAH AND C. A. CRAIG II MEDICAL SCHOLARSHIP FUND. This fund was established in 1992 by Mr. and Mrs. C. A. Craig II. It pro-vides support to talented and deserving students engaged in the study of medicine. Preference is awarded to former Eagle Scouts.

THE JACK DAVIES SCHOLARSHIP FUND. This fund was endowed pri-marily through gifts from the Classes of 1981, 1982, 1983, 1984, and 1994 in honor of the distinguished and beloved longtime professor of anatomy. This fund is designed to provide medical student financial assistance.

THE J. T. AND MARY P. DAVIS SCHOLARSHIP FUND. This endowed scholarship was established by J. T. Davis (M.D. 1931).

THE JOE C. DAVIS SCHOLARSHIP. The Davis Scholarship is given peri-odically to an incoming medical student who has demonstrated qualities of scholarship and leadership, as well as financial need. To be eligible, the candidate must come from a state specified as a Southeastern state east of the Mississippi. Full- and partial-tuition scholarships are awarded periodically for four years of medical study.

THE ANNETTE SCHAFFER ESKIND SCHOLARSHIP. This endowed scholarship was established in 2011 by Annette Schaffer Eskind to pro-vide financial support based on need or merit to deserving students at the School of Medicine.

THE HERBERT ESKIND MEMORIAL FUND. This scholarship honoring the memory of Mr. Herbert Eskind was established by members of his family.

THE ROBERT SADLER–WILLIAM EWERS SCHOLARSHIP FUND. This endowed scholarship was established in honor of Robert Sadler (M.D. 1947) and William Ewers (M.D. 1947).

THE J. F. FOX STUDENT SCHOLARSHIP IN MEDICINE. This fund was established in memory of Dr. J. F. Fox (M.D. 1898) and provides for annual assistance to students in the School of Medicine based on scholarship, promise, and financial need.

THE THOMAS F. FRIST SR., M.D., SCHOLARSHIP. Established in 2006 by H. Lee Barfield (B.A. 1968, J.D. 1974) and Mary Frist Barfield (B.S. 1968) to honor her father and to provide financial assistance to medical students at the Vanderbilt University School of Medicine. Dr. Frist was a pioneer in the world of for-profit health care and founded Hospital Corpo-ration of America in 1968.

THE SHERRY AND RUSSELL GALLOWAY SCHOLARSHIP. This en-dowed scholarship was established in 2012 by Sherry J. Galloway (B.A. 1980, M.D. 1984) and Russell E. Galloway (M.D. 1984) to provide need-based scholarship support to students at the School of Medicine.

THE GHERT-ROUSSEAU FAMILY SCHOLARSHIP FUND. This endowed scholarship was established in 2010 by the Ghert-Rousseau family to pro-vide financial support for deserving students at the School of Medicine.

THE D. G. GILL SCHOLARSHIP FUND. This fund was established in 1982 by the family of the late Dr. Daniel Gordon Gill. First preference goes to those students with financial need who have expressed an interest in the field of public health.

THE FRED GOLDNER, M.D. SCHOLARSHIP. This endowed scholarship was established in 2012 by Martha U. Goldner and Fred Goldner Jr. (BA 1945, MD 1948) to provide scholarship support based on financial need or academic merit to deserving students at the School of Medicine.

THE DRS. FRANK LUTON AND CLIFTON GREER SCHOLARSHIP FUND. This fund was founded in 1995 through a gift from the estate of Dr. Clifton Greer (M.D. 1951) in honor of the late Dr. Luton (M.D. 1927). It provides tu-ition support for medical students with demonstrated financial need, with preference given to those from the southeastern United States.

THE DR. HARRY GUFFEE SCHOLARSHIP FUND. This endowed scholar-ship was established in honor of Dr. Harry Guffee (M.D. 1939). Residents of Williamson County, Tennessee, are given first preference, and residents of the counties adjoining Williamson County are given second preference.


THE SCOTT AND TRACIE HAMILTON SCHOLARSHIP. This endowed scholarship was established in 2012 by The Pioneer Fund to provide scholarship support based on financial need to deserving M.D. or M.D/Ph.D. students at the School of Medicine. The Pioneer Fund was estab-lished in 1960 by Helen McLoraine, a pioneer in her own right in the oil industry. The gift was directed by trustees Scott and Tracie Hamilton.

THE GLENN AND VIRGINIA HAMMONDS SCHOLARSHIP. This endowed scholarship was established by the late Dr. R. Glenn Hammonds (M.D. 1944). The income is used to provide financial assistance to worthy and needy medical students.

THE FRANK M. HANDLEY SCHOLARSHIP. This endowed scholarship was provided from the estate of Frank M. Handley (J.D. 1928).

EMILY AND H. CAMPBELL HAYNIE SCHOLARSHIP. In October 2001, the Emily and H. Campbell Haynie Scholarship was established in the medical school endowment fund to benefit medical students.

THE JAMES HOLLORAN SCHOLARSHIP. This endowed scholarship was established by the class of 1980 in memory of their classmate, “Ed” Holloran.

THE HARRY R. JACOBSON, M.D., AND JAN JACOBSON SCHOLAR-SHIP. This endowed scholarship fund was created through a bequest by the late Grace McVeigh to honor Vice Chancellor Jacobson and his wife Jan for their service to Vanderbilt University. The income is used to provide support to needy and worthy students in the School of Medicine.

THE HOLLIS E. AND FRANCES SETTLE JOHNSON SCHOLARSHIP FUND. This endowed scholarship was established by Hollis E. Johnson (M.D. 1921).

THE ERNEST G. AND MIRIAM H. KELLY SCHOLARSHIP. This endowed scholarship was established through the trust of Dr. Ernest G. Kelly (B.A. 1922, M.D. 1926) to provide scholarship support within the School of Medicine.

THE EARL A. AND FRANK B. KIMZEY SCHOLARSHIP. This endowed scholarship was established in 2012 through the estate of Mrs. Frances K. Riley to provide scholarship support to deserving students at the School of Medicine.

THE IKE J. KUHN FUND. This scholarship fund is provided by a bequest from the will of Mr. Ike J. Kuhn and is awarded in the School of Medicine to a worthy man or woman born and raised in any of the states commonly known as the “southern states.”

THE ANN R. LIGHT SCHOLARSHIP FUND. This endowed scholarship was established by Ann R. Light for needy medical students.

THE DORIS M. AND FRED W. LOVE SCHOLARSHIP. The Love Scholar-ship was established by Dr. Fred W. Love (M.D. 1945) and Mrs. Love. This tuition scholarship is given periodically and covers four years of study.

THE CHARLES T. LOWE SCHOLARSHIP. This endowed scholarship was established in 2002 through a bequest from Charles T. Lowe (B.A. 1932, M.D. 1936). This scholarship is restricted to residents of Dallas County, Arkansas, Wilson County, Tennessee, or surrounding counties.

THE KONRAD LUX SCHOLARSHIP. This endowed scholarship was es-tablished by the will of Konrad Lux (M.D. 1925) to benefit students in the oral surgery program.

THE THOMAS L. MADDIN, M.D., FUND. This fund is provided by a bequest from the will of Mrs. Sallie A. C. Watkins in memory of Dr. Thomas L. Maddin.

THE JACK MARTIN SCHOLARSHIP FUND. This endowed scholarship was established in honor of Jack Martin (M.D. 1953).

THE MARGARET LOONEY MCALLEN SCHOLARSHIP. Established in 2005 by C. Ashley McAllen (M.D. 1987) to provide scholarship support to deserving students enrolled in the Vanderbilt University School of Medicine based on financial need.

THE ROBERT L. AND BILLYE MCCRACKEN SCHOLARSHIP. This en-dowed scholarship fund was established through the generosity of the late Dr. and Mrs. Robert McCracken. Dr. McCracken (M.D. 1939) was

a Nashville thoracic surgeon. The income is used to provide financial as-sistance to needy and worthy students enrolled in the School of Medicine.

THE PATRICIA AND EDWARD J. MCGAVOCK SCHOLARSHIP FUND. This endowed scholarship fund was established in 1998 through a be-quest provision by the late Patricia McGavock of Old Hickory, Tennessee, to benefit students enrolled in the Vanderbilt University School of Medicine.

THE CHARLES AND EDITH MCGILL SCHOLARSHIP FUND. This en-dowed scholarship was established in 2000 through the proceeds of a life income trust set up by the late Charles M. McGill (M.D. 1935) and his wife, Edith, for the benefit of students enrolled in the Vanderbilt University School of Medicine.

THE BARTON MCSWAIN ENDOWED SCHOLARSHIP This endowed scholarship was established in 1994 with proceeds raised by the Vander-bilt School of Medicine Class of 1958 to honor the late Nashville patholo-gist H. Barton McSwain (B.A. 1927 M.D. 1930). The income is to be used to benefit students enrolled in the Vanderbilt University School of Medicine.

THE BESS AND TOWNSEND MCVEIGH SCHOLARSHIP FUND. This en-dowed scholarship was established in memory of her parents by Grace McVeigh (B.A. 1925) to provide full and partial tuition scholarships for the benefit of needy and worthy students in the School of Medicine.

MEDICAL STUDENT SCHOLARSHIPS GIFT FUND. Funds are available to needy students through gifts donated by alumni and friends of Vanderbilt School of Medicine.

THE H. HOUSTON MERRITT SCHOLARSHIP. This endowed scholarship was established by H. Houston Merritt (M.D. 1922).

THE JAMES PRESTON MILLER TRUST. This trust, left by the will of James P. Miller in memory of his father, James Preston Miller, provides funds to assist in the medical education of deserving young men and women at Vanderbilt University. Residents of Overton County, Tennessee, are to be given first preference, and other residents of Tennessee are to be given second preference.

THE ANN MINOT ENDOWED SCHOLARSHIP. This endowed scholarship was established in 1994 to provide need-based scholarships to students in the School of Medicine.

THE BARBARA D. MURNAN MEMORIAL SCHOLARSHIP. This endowed scholarship fund was established through a bequest provision by the late Barbara Murnan (B.A. 1934). The income provides merit-based awards to medical students. Partial-tuition scholarships are awarded periodically.

THE COLEMAN D. OLDHAM HONOR SCHOLARSHIP. This endowed scholarship was established through testamentary trust agreements by the late Coleman D. Oldham (B.A. 1924) and his sister Emma. Mr. Oldham lived in Richmond, Kentucky. The Oldhams stipulated that the scholarship be used to benefit worthy male students from Madison County, Kentucky, or if not available, worthy male students from Kentucky at large.

THE C. LEON PARTAIN, M.D., AND JUDITH S. PARTAIN SCHOLARSHIP FUND. This endowed scholarship was established in 1998 through a be-quest of the late Grace McVeigh (B.A. 1925) for the benefit of needy and worthy students at Vanderbilt University School of Medicine. The scholar-ship honors Dr. and Mrs. Partain for their service to Vanderbilt University Medical Center during Dr. Partain’s tenure as chairman of the Department of Radiology and Radiological Sciences, 1992–2000.

THE JONATHAN O. PARTAIN, M.D. AND VIRGINIA G. PARTAIN SCHOL-ARSHIP. This endowed scholarship was established in 2012 by Jonathan O. Partain (B.A. 1957, M.D. 1960, HO/FE 1960) to provide scholarship sup-port based on financial need or academic merit to deserving students at the School of Medicine.

THE ALICE AND V. K. PATTERSON SCHOLARSHIP. This endowed schol-arship was established in 2012 by Linda S. Young (B.A. 1981) and David W. Patterson (B.S. 1981, M.D. 1985) to provide financial support based on need or merit to deserving students at the School of Medicine. Preference in awarding should be given to students who add to the diversity of the university.


THE WILLIAM B. PIDWELL, M.D., AND SUSAN A. PIDWELL SCHOLAR-SHIP. Established in 1999 to provide support to talented and deserving students with demonstrated financial need engaged in the study of medi-cine. Preference is given to those students majoring in family medicine.

THE ELIZABETH CRAIG PROCTOR SCHOLARSHIP. This endowed scholarship was established through the generosity of Elizabeth Proctor and provides partial tuition to a worthy medical student chosen by the Dean of the School of Medicine. The first Proctor Scholarship was award-ed to a student from the incoming class of 2004.

THE DARLINE AND ROBERT RASKIND SCHOLARSHIP. This endowed scholarship was established in 2012 through a bequest from Darline Brunson Raskind and Robert Raskind (M.D. 1938) to provide need-based scholarship support to deserving students at the School of Medicine.

THE THOMAS W. RHODES STUDENT SCHOLARSHIP FUND. Funds provided by the will of Georgine C. Rhodes were left to Vanderbilt Uni-versity for the purpose of establishing a scholarship fund in the School of Medicine.

THE RILEY SCHOLARSHIP. This endowed scholarship was established by members of the Riley family: Harris D. Riley, Jr., M.D. (B.A. 1945 M.D. 1948); Frank Riley (B.A. 1949); Richard F. Riley, M.D. (B.A. 1946 M.D. 1948); and William G. Riley, M.D. (B.A. 1943 M.D. 1945).

THE CANBY ROBINSON SCHOLARSHIPS. Canby Robinson Scholarships provide full tuition for four years. The scholarships are awarded on the basis of demonstrated leadership and scholarship activities. Scholarship recipi-ents are nominated by the Admissions Committee, and final selections are made by a committee from the Canby Robinson Society. These scholar-ships were established in 1986 by the Canby Robinson Society.

THE CANBY ROBINSON SOCIETY STUDENT SCHOLARSHIP BENE-FACTOR PROGRAM. Scholarships are made available to students from members who donate to this program.

THE ROSCOE R. ROBINSON, M.D., AND ANN ROBINSON SCHOLAR-SHIP FUND. This endowed scholarship was established in 1999 through a bequest by the late Grace McVeigh (B.A. 1925) for the benefit of needy and worthy students in the Vanderbilt University School of Medicine. The scholarship honors Dr. and Mrs. Robinson for their service to Vanderbilt Medical Center during Dr. Robinson’s tenure as Vice Chancellor for Medi-cal Affairs, 1981–1997.

THE DAVID E. AND BARBARA L. ROGERS ENDOWED SCHOLARSHIP. This endowed scholarship was established in 2003 by Barbara L. Rogers, the widow of Dr. David E. Rogers, to support students in the School of Medicine.

THE HELEN AND LOUIS ROSENFELD ENDOWED SCHOLARSHIP FUND. This endowed scholarship was established by Helen Rosenfeld, a Vanderbilt University alumna, and Louis Rosenfeld (M.D.1936).

THE GEORGE E. ROULHAC MEMORIAL SCHOLARSHIP FUND. This fund was established in 1994 through a gift from the estate of Dr. Roulhac (M.D. 1939). It provides tuition support for medical education.

THE WILLETT H. “BUDDY” RUSH SCHOLARSHIP. Established in memory of Dr. Rush (M.D. 1941), this scholarship honors the dedication he showed to the practice of medicine and the Frankfort, Kentucky, community. Awards are given in order of preference to students from Frankfort, Ken-tucky, the bluegrass region of Kentucky, and then the state of Kentucky.

THE RICHARD M. SCOTT FINANCIAL AID PROGRAM. This endowed schol-arship was established by the medical class of 1988 to honor Richard M. Scott, director of financial aid for the School of Medicine from 1970 to 1987.

THE JOHN SECONDI SCHOLARSHIP FUND. This endowed scholarship was established in memory of Dr. John Secondi (M.D. 1970).

THE JOHN N. SHELL ENDOWMENT FUND. This scholarship fund is pro-vided by a bequest from the will of John N. Shell.

THE ETHEL AND LOUIS SHIVITZ SCHOLARSHIP. This endowed scholar-ship was established in 2012 by Ira Alan Shivitz (M.D. 1978) to provide

financial support based on need or merit to deserving students at the School of Medicine. Preference in awarding should be given to students who encourage diversity through their commitment to lesbian, gay, bi-sexual, or transgender awareness at Vanderbilt.

THE LESLIE M. SMITH AND EVELYN C. SMITH SCHOLARSHIP ENDOW-MENT FUND. This endowed scholarship fund was established in 1998 by Mrs. Evelyn Clark Smith, widow of Dr. Leslie McClure Smith (M.D. 1930), to be used to assist needy medical students. Preference is given to stu-dents from New Mexico and Kentucky.

THE FRANK C. AND CONNIE EWELL SPENCER MEDICAL SCHOLAR-SHIP FUND. This endowed scholarship fund was established in 1997 by Dr. Frank Cole Spencer (M.D. 1947) and his wife, Connie Ewell Spencer (B.A. 1946), to honor his medical class of 1947 on the occasion of its 50th reunion. The scholarship is used to assist worthy students who would not otherwise be able to afford to attend the School of Medicine.

THE DOROTHEA AND JOSEPH G. SUTTON SCHOLARSHIP IN MEDI-CINE. This scholarship was established in 1995 through a gift from the estate of Dr. Sutton (M.D. 1922) for the benefit of students with financial need who are pursuing the study of medicine.

THE HARLAN HOWARD TAYLOR SURGICAL SCHOLARSHIP. This en-dowment scholarship fund was established through the proceeds of a life income trust set up by the late Dr. Harlan Howard Taylor to benefit medical students going into surgical fields.

THE BETTYE SUE AND JOHN C. THORNTON, JR. SCHOLARSHIP. This endowed scholarship was established in 2013 through a bequest from John C. Thornton, Jr., to provide scholarship support for deserving stu-dents at the School of Medicine.

THE CORNELIUS VANDERBILT SCHOLARSHIPS. The Cornelius Vander-bilt Scholarships are awarded to individuals identified as having a high like-lihood of advancing the leadership goals of the school, while nurturing a rich education environment by assuring racial, economic, and social diver-sity, as well as a diversity of talents, interests, and prior accomplishments.

THE VANDERBILT MEDICAL SCHOOL SCHOLARSHIP FUND. This en-dowed scholarship fund was established in August 2000. The income from this endowment is to be used to provide unrestricted scholarship support to students within the School of Medicine.

THE ANDREW WM. WALKER M.D. SCHOLARSHIP. This endowed schol-arship was established in 2010 by Andrew Wm. Walker, M.D., to provide financial support for deserving students at the School of Medicine.

THE IRENE GEORGIA BEDFORD WATERS SCHOLARSHIP This scholar-ship was established by W. Bedford Waters (M.D. 1974) in honor of his mother, Irene. The scholarship benefits medical students who have dem-onstrated financial need, with first preference going to minority students.

THE FRED C. WATSON MEMORIAL SCHOLARSHIP. This scholarship is made on the recommendation of the School of Medicine to students se-lected by a committee based in Lexington, Tennessee, to students who are graduates of Lexington High School and/or are residents of Hender-son County.

THE JOE AND HOWARD WERTHAN FOUNDATION FUND. The funds made available by this foundation to Vanderbilt University are to be given to those students in the School of Medicine needing financial assistance.

THE JONI P. WERTHAN SCHOLARSHIP. This endowed scholarship was established in 2010 by Joni P. Werthan in honor of Martha Cheatham, a beloved friend. The scholarship provides financial support for one or more outstanding students at the School of Medicine who demonstrate a pas-sion for serving the indigent patient population.

THE JAMES WHITAKER WEST SCHOLARSHIP. This endowed scholar-ship was established in 2011 by Ruth B. and John Thomas West (B.A. 1949, M.D. 1951) to provide financial support based on need or merit to deserving students at the School of Medicine.

THE DR. DAVID HITT WILLIAMS MEMORIAL SCHOLARSHIP FUND. This fund was established in 1998 through the bequest of Eugenia F. Williams


in memory of her father, a successful financier, professor of obstetrics and gynecology, and medical practitioner in Knoxville, Tennessee. The income from the endowment is to be used to assist worthy and deserving stu-dents in the School of Medicine.

THE WILLS SCHOLARSHIP FUND. Established in 2003 by W. Ridley Wills (B.A. 1956) and Irene Jackson Wills through the Wills Foundation to pro-vide assistance to worthy medical students based on financial need.

THE CHARLES E. AND MILDRED WORK SCHOLARSHIP. This endowed scholarship was established through a bequest gift by the late Dr. Charles E. Work (M.D. 1935). The income is used to provide financial aid to needy and worthy medical students.

Other ScholarshipsOther scholarships are available outside of the institutional financial aid program. They are as follows:

THE MELINDA AND JEFFREY BALSER M.D./PH.D. SCHOLARSHIP. This endowed scholarship was established in 2010 by Jeffrey and Melinda Balser to provide financial support for deserving students at the School of Medicine.

THE ESSERMAN FAMILY MEDICAL SCHOLARSHIP. This endowed scholarship was established in 2012 by Charles and Ivette Esserman to provide scholarship support based on need or merit to deserving M.D. or M.D./Ph.D. students in the School of Medicine.

THE ELBYRNE GRADY GILL SUMMER RESEARCH SCHOLARSHIPS IN OPHTHALMOLOGY AND OTOLARYNGOLOGY. These scholarships pro-vide support for medical student summer research in the areas of ophthal-mology and otolaryngology.

THE GOODMAN FAMILY MEDICAL EDUCATION FUND. This endowed fund was established in 2010 by the Mt. Brilliant Foundation to support medical school educational scholarship to facilitate the training of leaders and scholars in medicine.

THE MARY AND WILLIAM O. INMAN JR. SCHOLARSHIP FUND. This fund was established in 1985 by Miss Grace McVeigh (B.A. 1925) to ben-efit M.D./Ph.D. students.

THE MEADE HAVEN SCHOLARSHIPS IN BIOMEDICAL SCIENCES. Meade Haven scholarships in biomedical sciences have been endowed to provide support for medical students who have made a serious career commitment to obtain advanced experience and training in research in the biomedical sciences.

THE ANN MELLY SCHOLARSHIP IN ONCOLOGY. This scholarship is to provide medical students the opportunity to conduct research in the field of oncology. The scholarship recipients, to be known as Melly Scholars, would receive an integrative experience linking the basic sciences with their clinical outcomes. Such scholarships give in-depth exposure to re-search that addresses the cause and treatment of cancer. The scholar-ships have proven to be excellent experiences for medical students trying to determine whether to pursue a career in oncology and academic medi-cine. In the unlikely event that the field of oncology should be transformed or go out of existence, such as has happened with programs studying diseases like polio and tuberculosis, then in consultation with the donor and/or donor’s children or grandchildren, another field of research would be chosen for the scholarship. This is to ensure the continued recognition of Ann Melly’s work in research and education.

THE BARBARA R. AND GLENN H. MERZ SCHOLARSHIP. This endowed scholarship was established in 2010 by Barbara and Glenn Merz to pro-vide financial support for deserving M.D./Ph.D. students at the School of Medicine.

THE HERBERT M. SHAYNE ENDOWMENT. Established in 2003 by the Shayne Foundation to provide tuition support to M.D./Ph.D. students dur-ing the M.D. portion of their training and includes a research laboratory sti-pend. The fund pays tribute to Herbert M. Shayne, a long-time supporter and board member of the medical school.

THE VANDERBILT PRIZE IN BIOMEDICAL SCIENCES SCHOLARSHIP. The Vanderbilt Prize nurtures the career, research, and studies of a prom-ising woman beginning her M.D./Ph.D. studies at Vanderbilt and includes a funded scholarship for the student winner.

THE THOMAS HUGGINS WINN SCHOLARSHIP. Established in 1988 through a bequest from Fanny Edith Winn to benefit M.D./Ph.D. students.

Revolving LoansTHE AMA/ERF LOAN FUND. Funds are available to needy students through gifts donated by the American Medical Association Education and Research Foundation.

THE F. TREMAINE BILLINGS REVOLVING STUDENT LOAN FUND. Es-tablished by Elizabeth Langford and friends, this loan fund honors Dr. Bill-ings and his many contributions as friend and internist. It is to be used for the education of worthy medical students.

THE BLOSSOM CASTER LOAN FUND. This fund was established by Mil-ton P. Caster (M.D. 1949) in honor of his mother, Mrs. Blossom Caster.

THE O. D. CARLTON II LOAN FUND. This revolving loan fund was estab-lished by Hall Thompson in honor of O. D. Carlton II for needy third- and fourth-year medical students.

THE EDWARD F. COLE REVOLVING MEDICAL LOAN FUND. These funds are made available to students through contributions from Dr. Edward F. Cole, a Vanderbilt Medical alumnus.

THE FRANK M. DAVIS AND THEO DAVIS STUDENT LOAN FUND. This endowed loan was established by Frank M. Davis (M.D. 1934).

THE MAX EISENSTAT REVOLVING STUDENT LOAN FUND. This fund was established to honor the memory of Dr. Max Eisenstat.

THE TINSLEY HARRISON LOAN FUND. This fund was established to as-sist needy and worthy medical students by Dr. T. R. Deur, a Vanderbilt Medical School alumnus, in memory of Dr. Harrison, a former teacher and clinician at the school.

THE GALE F. JOHNSTON LOAN FUND. The funds donated by Gale F. Johnston are to be used as a revolving loan fund for students in the School of Medicine.

THE W. K. KELLOGG FOUNDATION LOAN FUND. This fund was estab-lished through donations from the W. K. Kellogg Foundation.

THE LAUDIE AND EDITH MCHENRY REVOLVING LOAN FUND. This fund was established with the proceeds from the trust of Dr. Laudie E. McHenry (M.D. 1953) for students enrolled in the School of Medicine.

THE VANDERBILT MEDICAL FACULTY LOAN FUND. This fund is made available by donations from members of the School of Medicine faculty to be used to defray the educational costs of disadvantaged students.

THE MEDICAL LOAN FUND OF LIFE AND CASUALTY INSURANCE COMPANY OF TENNESSEE. Through donations from the Life and Ca-sualty Insurance Company of Tennessee, needy students are provided revolving student loans.

THE MEDICAL SCHOOL STUDENT AID LOAN FUND. This fund is made possible through contributions from alumni and friends.

THE J. C. PETERSON STUDENT LOAN FUND. This fund was established in memory of Dr. J. C. Peterson to provide loan monies for deserving medical students.

THE COLONEL GEORGE W. REYER MEMORIAL LOAN FUND. This fund was established by Colonel George W. Reyer (M.D. 1918).

THE LEO SCHWARTZ LOAN FUND. This loan fund was established through contributions from Dr. Leo Schwartz.

THE ROBERT E. SULLIVAN MEMORIAL LOAN FUND. Through the gen-erosity of Robert E. Sullivan, a fund has been established to assist worthy and deserving medical students.


THE ROANE/ANDERSON COUNTY MEDICAL SOCIETY FUND. This re-volving loan fund is given to a needy medical student, with preference given, when possible, to students from Roane, Anderson, and Morgan Counties of Tennessee.

THE THOMPSON STUDENT LOAN FUND. This fund is to be used as a revolving loan fund for students in the School of Medicine from Middle Tennessee.

THE VANDERBILT MEDICAL SCHOOL ALUMNI REVOLVING LOAN FUND. This fund was established through contributions from alumni.

Financial Information for Medical Master’s Degrees and Other Doctoral ProgramsInformation for the 2014/2015 academic year is as follows.

Doctor of Audiology and Master of Education of the Deaf and Master of Science (Speech-Language Pathology)

Tuition, 1st, 2nd, 3rd years $34,860Tuition, 4th year 6,900The total estimated cost of attendance for a first year student is $66,443.

Master of Science in Medical PhysicsTuition, 1st year $32,790Tuition, 2nd year 21,860The total estimated cost of attendance for a first year student is $64,372.

Doctor of Medical PhysicsTuition, 1st, 2nd years $34,140Tuition, 3rd, 4th years 28,695The total estimated cost of attendance for a first yearstudent is $65,722.

Master of Public Health and Master of Science in Clinical Investigation

Tuition, 1st year $32,835Tuition, 2nd year 16,240The total estimated cost of attendance for a first year student is $63,890.

Master of Laboratory InvestigationTuition (12 hours at $1,365/hr.) $16,380The total estimated cost of attendance for a first year student is $47,435.

Master of Health Professions EducationTuition, 1st, 2nd years $24,540The total estimated cost of attendance for a first year student is $55,595.


Other FeesStudent health insurance fee $2,539Activities and recreation fee 422Activities and recreation fee (summer) 74Transcript fee (one time only) 30Student Health Service fee 65Verification fee 150

Payment of Tuition and FeesFall semester tuition, fees, and other university charges are due and payable by 13 August. Spring semester tuition, fees, and other university charges are due and payable by 2 January. Summer charges are due and payable by 30 June.


Additional information can be found at www.vanderbilt.edu/stuaccts.

Refund of TuitionStudents who withdraw officially or who are dismissed from the university for any reason after the beginning of a term may be entitled to a partial refund in accordance with the schedule shown below. No refund will be made after the tenth week in any semester.

Withdrawal prior to the end of Reduction1st full week 100%2nd full week 90%3rd full week 85%4th full week 80%5th full week 75%6th full week 65%7th full week 60%8th full week 50%9th full week 45%10th full week 40%


Late Payment of FeesCharges not paid by 13 August will be automatically deferred, and the student’s account will be assessed a monthly late pay-ment fee at the following rate: $1.50 on each $100 that remains unpaid after 13 August ($5 minimum). An additional monthly late payment fee will be assessed unless payment is received in full on or before the end of each month, and late payment fees will continue for each month thereafter based on the outstand-ing balance unpaid as of the end of each month. All amounts deferred are due not later than 15 October for fall semester and 15 March for spring semester. Graduating students are not allowed to defer charges that are billed in advance for the final semester.

Financial ClearanceStudents may not be allowed to register for any semester if they have outstanding unpaid balances for any previous semester. No transcript, official or unofficial, will be issued for a student who has an outstanding balance until the account has been paid. Diplomas of graduating students may be with-held until all bills are paid.


Financial AssistanceApproved educational expenses are met with funds from a combination of sources. Government loans that furnish significant loans to students are the Federal Direct Unsubsi-dized Loan and Federal Direct Graduate PLUS loans. Private loans are also available to international students. Additional information and applications for financial aid are online at https://medschool.vanderbilt.edu/financial-services/. Appli-cants desiring more specific information about financial aid resources should contact the Medical School Office of Student Financial Services.


The School of Medicine offers the following degree programs: Doctor of Medicine, Doctor of Audiology, Doctor of Medical Physics, Master of Education of the Deaf, Master of Science (Speech-Language Pathology), Master of Medical Physics, Master of Science in Clinical Investigation, Master of Laboratory Investigation, Master of Public Health, and Master of Health Professions Education. Courses in the School of Medicine are offered in both semester and year-long formats. Courses leading to the M.D. degree do not carry credit hours; other programs use the traditional credit hour designation.

The university reserves the right to change the arrangement or content of courses, to change texts and other materials used, or to cancel any course on the basis of insufficient enrollment or for any other reason.

Courses leading to the Doctor of Medicine

AnatomyANAT 5685. Advanced Study and Skills in Regional Anatomy. The goal of this course is to provide students with an opportunity to advance their understanding of gross anatomy in areas that will inform their future residency and practice. Typically students will perform and demonstrate dissections in their future region of interest; it is also possible to arrange for an experience that spans other anatomical disciplines beyond gross anatomy such as histology and neuroanatomy. Students will pursue an advanced topic in their future residency field and examine pertinent ana-tomical considerations in this focal region of interest. Each student will meet with the course director in advance of the elective to design and outline an individualized learning plan. Students will be required to dem-onstrate the knowledge of the relevant clinical anatomy in the form of an oral presentation to the anatomical faculty and others in the course. This course may be taken in discontinuous segments to accommodate the specialized content needs of the individual student and/or to accommo-date the travel demands during the interviewing season. The course is available from November through February. Fourth year.

AnesthesiologyANES 5310. Basic Clinical Anesthesiology. Students will become an integral part of an anesthesia care team model (attending anesthesiologist and resident) at VUMC. Working side-by-side with this care team, students will learn and actively participate in the perioperative management of adult patients presenting for surgical procedures and diagnostic or therapeutic interventions requiring anesthetic care and management. Students will participate in preoperative assessment, risk stratification, development and execution of anesthetic plan (including induction of anesthesia, airway management, maintenance of anesthesia, and emergence), and immedi-ate postoperative care of patients. This rotation will provide a hands-on, continually monitored and mentored experience. At the conclusion of this two-week elective rotation, students will be able to take and perform a fo-cused anesthesia history and physical, evaluate airway anatomy for ease or difficulty of airway management, and demonstrate valuable skills of mask/bag ventilation, intubation, and LMA placement. Additionally, through desig-nated lectures, assigned textbook, selected journal readings, and hands-on clinical experiences, students will be acquainted with the pharmacology and physiology of anesthetic induction and maintenance agents, neuromuscular blocking drugs, vasoactive substances, local anesthetics, and opioid and non-opioid analgesics. Students will assess and interpret physiologic data from both non-invasive and invasive monitors and explain implementation of interventions to correct physiologic and hemodynamic perturbations.

ANES 5500. Basic Anesthesiology. This pre-clinical elective course is for students at the completion of their first-year course work. It involves spend-ing 2-3 hours per day between 0630-0830 hours. Students will rotate in the

OR, ICU, acute pain service, OB Anesthesia, and PEDS Anesthesia. Stu-dents will experience all facets of anesthesiology. Summer following first year.

ANES 5611. Clerkship in Anesthesiology. This course is a four-week elective providing a multidisciplinary experience in Anesthesiology so that all students will rotate through the following venues: Adult anesthesia at VUH and/or VA; Cardiothoracic anesthesia; Pediatric anesthesia; OB Anesthesia; Neuro ICU/SICU/BICU; Acute pain service. In addition to participating in departmental lectures for residents, Grand Rounds, and M&M, students will be provided with a textbook, Basics of Anesthesia, 5th edition, and The Difficult Airway course manual for use during the elective. Students will keep the SEA curriculum cards and a departmental manual that are given at the beginning of the course. Student specific lectures will also be given during the course. Each student will take one evening call and one weekend day call to provide exposure to anesthesia for trauma and emergency surgery. Prior experience in anesthesia is not required. Fourth year.

ANES 6100. Special Clinical Study—Vanderbilt. Each student arrang-es an independent study with a mentor and completes a period of clinical work. Approval required.

ANES 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

ANES 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

ANES 7100. Special Clinical Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

ANES 7150. Special Research Study—Non-VU. Each student ar-ranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.

BiochemistryBCHM 5100. Vanderbilt Student Volunteers for Science. Medical students choosing the Vanderbilt Student Volunteers for Science (VSVS) elective will be placed in teams of three or four and go to middle school classrooms ten times during the semester to teach science lessons. Les-son manuals and kits are provided. The coordinator of VSVS will arrange times for the class visits based on VSVS team and teacher schedules. To-tal time commitment for the semester is 15 hours. This includes a practice session, ten one-hour classes for science lessons, and estimated travel time to and from a middle school. First and second year.

BCHM 5330. Molecular Aspects of Cancer Research. The course will consist of a focused series of seminars and discussions to explore the molecular basis of cancer. Seminars will rely heavily on extramural speak-ers who have recognized expertise in selected research areas. Students meet with each speaker for one hour immediately after each seminar. This provides an opportunity for students to meet internationally recognized scientists from a variety of academic and research institutions. Discussion sections will be led by a faculty member after each series of three to four seminars. This course may be taken for graduate credit by MSTP (M.D./Ph.D.) students by registering through the Graduate School for Biochem-istry 337. Prerequisite: Biochemistry or faculty permission.

BCHM 6150. Special Study in Biochemistry Research. Students se-lect a mentor and topic for a four-week research elective. Approval re-quired. Fourth year.

BCHM 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

Courses of Study

69

Biomedical InformaticsBMI 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

BMI 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

BMI 7150. Special Study in Biomedical Informatics. Each student arranges an independent study with a mentor and completes a period of research work. Approval required.

Cancer BiologyCABI 6150. Special Research Study—Cancer Biology. Each student arranges an independent study with a mentor and completes a period of research work. Approval required.

CABI 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

CBIO 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.


Cell and Development BiologyCBIO 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.


Emergency MedicineEM 5100. EMS1: Introduction to PreHospital Care/EM. The intent of this elective is to provide the student with an introductory exposure to emergency medicine and pre-hospital care along with certain useful skills not usually learned in the first two years of medical school. Instructors include Emergency Medicine faculty and resident physicians, paramed-ics, nurses, and representatives from other disciplines with emergency medicine affiliations. Topics include airway management, suture lab, ortho lab, ultrasound, and case presentations. The student will also ride with paramedic ambulance crews and spend time in the Adult Emergency De-partment and Level One Trauma Center. First and second year.

EM 5200. EMS I: Introduction to Prehospital Care and EM—TA. This course is offered to medical student teaching assistants only. Faculty ap-proval required. Second year students.

EM 5315. Emergency Medicine Elective. This elective will provide a two-week snapshot into the approach to any event or circumstance that threat-ens loss of life, injury to person or property, or human suffering. Students will be introduced to critical situations in the actual emergency department while learning the important skills required for patient stabilization and as-sessment. At the conclusion of the elective, students will understand and gain comfort in their future roles as physicians in any emergency situation in or out of the hospital setting. They will understand emergency care while extrapolating their current beliefs regarding emergency care to situations in the hospital setting and in the surrounding community. Students will apply problem-based strategies and teamwork to patient care, using the introduc-tory principles in emergency medicine. They will practice an evidence-based approach and engage in teamwork to enhance their knowledge and skills in treating victims of cardiopulmonary and traumatic emergencies.

EM 5325. Bedside Ultrasonography in the Emergency Medicine Department. Students will be introduced to point-of-care ultrasonogra-phy with specific emphasis on its use in the acute care setting. Students will learn about sonography both through web-based resources and vid-eos as well as during weekly didactic sessions. In addition, students will spend several shifts in the Emergency Department each week both ob-serving and performing point-of-care sonography under the guidance of the Director and Assistant Director of Emergency Ultrasound, Emergency Ultrasound Fellows, and Emergency Medicine residents. At the conclusion of the two-week elective rotation, students will be able to describe the ap-propriate use and application of point-of-care sonography in multiple clini-cal scenarios. They will be able to recognize normal and pathologic ultra-sound images of several core applications. They will acquire the necessary technical skills to operate the ultrasound machine and to obtain images for several important studies including FAST (Focused Assessment with Sonography in Trauma), cardiac, abdominal aorta, renal, and soft tissue.

EM 5350. Medical Photography. Medical Photography is a powerful tool to correlate classroom coursework with disease and injury presenta-tion in the clinical setting. This 10 week elective will equip students with the fundamentals of general and medical photography, proper photographic techniques, practical clinical experience, and continual constructive feed-back. Students will complete five 2-hr shifts in the Vanderbilt Emergency Department practicing photography skills throughout the ten week period in addition to the five scheduled meetings. Upon course completion, stu-dents will understand; The fundamental approaches to maximizing image quality, how to use medical imaging as an asset in clinical applications, and how to evaluate and knowledgeably distinguish well-done medical photos. Furthermore, students will have had hands-on-skills and pre-sentation practice, as well as a possibility of journal publication. No prior knowledge, equipment or experience is needed. First and second year.

EM 5950. Emergency Medicine. This required four-week clerkship in-troduces the senior medical student to the specialty of emergency medi-cine and reviews principles of emergency care that will benefit a graduate entering any specialty. Eleven clinical shifts spread across three different Emergency Departments during the month will offer students an oppor-tunity to care for adult and pediatric patients with a variety of complaints. They will work closely with faculty and senior residents to formulate treat-ment plans and participate in procedures and other therapeutic interven-tions. Optional experiences with ground EMS, Lifeflight, and Emergency Ultrasound are also available. This clinical clerkship also has a significant didactic component, and students will usually attend 3-5 daily interactive lectures per day on weekdays. Afternoon lab sessions will allow practice of airway skills, splinting, and emergency procedures. Students will re-ceive both BLS and ACLS training during the rotation. While this required clerkship is time intensive, and the required elements fill the scheduled four weeks, the course director will work with students to the extent possible to manage the scheduling challenges that may be encountered during residency interview season. Prerequisite: Completion of all third-year core clerkships. Registration occurs by lottery. Fourth year.

EM 6100. Special Clinical Study—Vanderbilt. Each student arranges an independent study with a mentor and completes a period of clinical work. Approval required.

EM 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

EM 6200. Special Study—Pre-Clinical. Each student arranges an in-dependent study with a mentor and completes a period of clinical or re-search work. Approval required.

EM 7100. Special Clinical Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

EM 7150. Special Research Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of research work away Vanderbilt. Approval required.

School of Medicine / Courses of study


Interdisciplinary StudiesIDIS 5001. Research I. The research curriculum is a four-year thread. Students will be introduced to a career as a physician-researcher and receive training and hands-on experience in several critical areas of impor-tance to success in research. This will be accomplished through a series of didactic lectures focused on introduction to important skills and traits of physician-researchers, shadowing and interviewing physician-researchers and processing the information to tell a story through a film documentary and related curriculum. First year.

IDIS 5012. Introduction to Research/Biostatistics. This course will introduce basic research to medical students by walking the students through important aspects of quality research enabling them to read and evaluate existing medical publications and preparing them for evidenced based topics. The following will be covered: designing a project; display-ing data; confidence intervals and hypothesis testing; choosing the right test, power, and sample size; modeling—multiple linear and logistic re-gression and data collection. First year.

IDIS 5012. Project-Based Biostatistics. This course is designed for students interested in developing skills required to explore, describe, and analyze data using introductory statistical concepts. It will develop students' ability to write and critique research studies. For students who have not had much exposure to biostatistical concepts, this course is strongly recom-mended to prepare for the evidence based medicine sessions in Disease, Diagnosis, & Therapeutics; the required DD&T course assumes students' ability to understand measures of association, inferences, confounders, study design, power, bias, and more. Students will use these skills to create their own research project based on instructor provided data. The course will be "hands on" allowing students to learn how to 1) generate testable hypotheses; 2) conduct a literature review; 3) conduct descriptive and in-ferential statistics; 4) generate tables and figures; 5) manage data; 6) test hypotheses; and 7) report and interpret results. The course will have limited outside assignments, a moderate online teaching component, small interac-tive lectures, and a large amount of in-class facilitator guided but primarily in-dependent work practicing statistical concepts using the statistical program, RStudio. No prior statistical background is required. First year.

IDIS 5015. Interprofessional Learning Clinic and Seminar I. This course for participants in the Vanderbilt Program in Interprofessional Learning (VPIL) will take an innovative team-based and patient-centered approach to health care, including work-based learning, longitudinal clini-cal experiences, and work in interprofessional teams. Working-learning teams, including professionals and students from medicine, nursing, phar-macy, and social work, will work in clinics and in groups. Clinic activi-ties will include home visits, group visits, and patient education sessions. Teams will meet approximately bi-weekly for a case-based seminar with other classroom-based activities, and teams may develop new projects in community interventions, support groups, home visits and coaching, and outcomes measurement. Student teams will also participate in three Standardized Patient sessions over the year at the Center for Experiential Learning and Assessment (CELA). Approval required. First year.

IDIS 5016. Interprofessional Learning Clinic and Seminar II. This course for the continuing participants in the Vanderbilt Program in In-terprofessional Learning (VPIL) will take an innovative team-based and patient-centered approach to health care, including work-based learn-ing, longitudinal clinical experiences, and work in interprofessional teams. Working-learning teams, including professionals and students from medi-cine, nursing, pharmacy, and social work, will work in clinics and in groups. Clinic activities will include home visits, group visits, and patient educa-tion sessions. Teams will meet approximately bi-weekly for a case-based seminar with other classroom-based activities, and teams may develop new projects in community interventions, support groups, home visits and coaching, and outcomes measurement. Teams will participate in a cap-stone design challenge at the end of the year as well as a continuation of their Standardized Patient experience at the Center for Experiential Learn-ing and Assessment (CELA). Approval required. Second year.

IDIS 5025. Molecular Foundations of Medicine. Molecular Founda-tions of Medicine is designed to familiarize students with the cellular struc-tures, biomolecules, and processes that constitute life, human health, and

disease at the molecular level. Material will provide a mechanistic founda-tion for the medical curriculum and equip students to adapt and practice medicine in the future. The course will employ an integrated approach to teach underlying principles of biochemistry, cell biology, and genetics with an emphasis on human systems and medical conditions. The inclusion of clinical correlation sessions, small groups, and laboratory sessions will further integrate and broaden course material and relate molecular pro-cesses to the study of human disease. First year.

IDIS 5028. Human Blueprint and Architecture. This course is designed to familiarize students with the structures, biomolecules, and processes that constitute life, human health, and disease at the molecular, cellular, and tissue level. Course materials will provide a mechanistic foundation for the medical curriculum that will help equip students with skills necessary to adapt to the practice of medicine in the future. Human Blueprint and Architecture will employ a coordinated and integrated approach to teach-ing underlying principles of biochemistry, cell and tissue biology, genetics, and pathology with an emphasis on medical conditions. Students also will be introduced to basic principles of anatomy and pharmacology in order to lay foundations for studies on organ systems and disease treatment. In order to provide a broad range of materials and relate molecular and cellu-lar processes to the study of human disease, the course will utilize multiple learning modalities, including large group sessions, case-based learning (CBL) sessions, team-based learning (TBL) sessions, laboratory sessions, and interactive patient-oriented clinical case presentations. The course will be integrated with all other learning activities in the Foundations of Medical Knowledge phase. Required. First year.

IDIS 5032. Microbes and Immunity. This course familiarizes students with the etiology, risk factors, epidemiology, diagnosis, pathogenesis, clini-cal characteristics, prevention and treatment of common microbial and im-mune diseases. The course content includes a discussion of the soluble factors and cells that make up the immune system and how these different components contribute to health and disease in a variety of situations. It also provides an overview of the pathogenic bacteria, viruses, fungi, proto-zoa and parasites. Finally, the course includes several topics that prepare students for the Homeostasis class of the Foundations in Medical Knowl-edge Phase. The course consists of lectures, case-based small group dis-cussions, case-based intermediate size group discussions, laboratory ses-sions, and optional problem and review sessions. Required. First year.

IDIS 5033. Learning Communities-Foundations of Medical Knowl-edge. The Learning Communities FMK course seeks to maximize medical student learning related to student development as professionals. Helping students build an appropriate image of the medical profession and skill set related to functioning within the health care environment are the essen-tial foundation for future success. Development as professionals involves knowledge, skills and attitudes related to students¿ practice as well as the environment within which the practice will occur. The longitudinal nature and trusting environment created within the Learning Communities fosters student professional development, specifically addressing personal areas of metacognition and reasoning, ethics, service, and leadership, as well as the knowledge and understanding of the broader health care environ-ment and payment. The academic sessions will be developmentally ap-propriate as the students mature through the phases, as well as effectively integrated with other course and clerkship efforts. In sum, the Learning Communities will provide the nurturing environs to maximize student de-velopment as professionals.

IDIS 5035. Structure, Function, and Development. The objective of this course is to provide students with the means to develop an effective understanding of the normal micro- and macroscopic structure, function, and development of the human body that will enable them to distinguish and begin to understand the impact of malformation, trauma, disease, degeneration, and dysfunction, and to envision the goal of therapeutic intervention and restoration. In the short term, it aims to prepare medical students for subsequent courses (Disease, Diagnosis, and Therapeutics) and clinical rotations through the development of an appropriate vocabu-lary, a knowledge base of essential information, and an awareness of the means to gain further information when required. In the long term, it aims to prepare physicians to appreciate the importance of an understanding of structure, function, and development as it is applied in clinical practice


and to have a knowledge base appropriate for a medical physician, allow-ing them to communicate/interact meaningfully with those in other health specialties and participate in continuing medical education and life-long learning. The course will employ a coordinated, integrated approach to the presentation and learning of the disciplines of human gross anatomy, cell and tissue biology (histology), human development (embryology), and physiology in a context of clinical application. First year.

IDIS 5038. Homeostasis. This course is designed to teach students the normal anatomic, molecular, biochemical, and physiologic features of the cardiovascular, pulmonary, renal and blood systems. Course content will provide a framework for an understanding of the pathology and patho-physiology of diseases that affect these homeostatic systems as well as their diagnosis (laboratory and imaging), and therapy (pharmacologic and nonpharmacologic). A multidisciplinary approach will allow integration of pathobiology, clinical manifestations, and therapy in a comprehensive man-ner. The course will utilize a variety of teaching modalities that include case-based learning, team-based learning, lectures, laboratory sessions focused on the gross and microscopic anatomy and pathology, and technology-based modalities and simulations. Learning will be in the context of clinical medicine in order to prepare students for the next phase of their education in the clinical setting. The course will be integrated with all other learning ac-tivities in the Foundations of Medical Knowledge Phase. Required. First year.

IDIS 5046. College Colloquium. This course will be facilitated by the College Mentors and will include interactive discussions within College groups. Content areas include narrative medicine, meta/neurocognition (eg: critical thinking, learning, decision-making, the nature of error, lan-guage/communication, uncertainty, mindfulness, empathy), medical eth-ics, professionalism, health care policy and clinical reasoning. An experi-ential component will include weekly interactions with a clinical preceptor and group debriefing of those clinical experiences. From a sound basis in human cognition, students will be intellectually and professionally pre-pared for engaging in intricate topical discussions in medical ethics, health care policy, and the complexities of empathy and the patient-doctor rela-tionship. First year.

IDIS 5047. Learning Communities I. The Learning Communities course seeks to maximize medical student learning related to student development as professionals. Helping students build an appropriate image of the medi-cal profession and skill set related to functioning within the health care en-vironment are the essential foundation for future success. Development as professionals involves knowledge, skills and attitudes related to students¿ practice as well as the environment within which the practice will occur. The longitudinal nature and trusting environment created within the Learn-ing Communities fosters student professional development, specifically ad-dressing personal areas of metacognition and reasoning, ethics, service, and leadership, as well as the knowledge and understanding of the broader health care environment and payment. The academic sessions will be de-velopmentally appropriate as the students mature through the phases, as well as effectively integrated with other course and clerkship efforts. In sum, the Learning Communities will provide the nurturing environs to maximize student development as professionals. Required. First year.

IDIS 5048. Continuity Clinical Experience I. The goal of this required course is to teach students to deliver personalized care for patients within a system of care. Active student engagement in the care team at a single clinical site will constitute a major element of this course. The course also includes classroom and self-directed learning components that will pro-vide foundational knowledge and skills. As a part of the course, students will be expected to follow a small panel of patients over time and across care settings. Clinic sessions will take place weekly, and students will con-tinue in their clinical sites throughout their four years of training. First year.

IDIS 5055. Foundations of the Profession. The goal of this course is to provide students with an understanding of the historical and social context of the practice of medicine. Through assigned readings, lectures, small group discussions and simulations, students will gain an appreciation for the core values and ethical principles that guide the profession's relation-ship with society and the physician's relationships with patients. They will also explore some of the contemporary challenges facing physicians to-day, including the need to improve health care disparities, quality, and safety. First year.

IDIS 5058. Endocrine, Digestion, and Reproduction. This course is designed to familiarize students with the normal anatomic, molecular, bio-chemical, and physiologic features of the endocrine, digestive and reproduc-tive systems. Course content will provide a framework for an understanding of the pathology and pathophysiology of diseases that affect these systems as well as their diagnosis (laboratory and imaging) and therapy (pharmaco-logic and nonpharmacologic). The role of nutrition in normal homeostasis as well as disease will be included. Pregnancy from implantation to delivery as well as its complications will also be learned. A multidisciplinary approach will allow integration of pathobiology, clinical manifestations, and therapy in a comprehensive manner. The course will utilize a variety of teaching mo-dalities that include case-based learning, team-based learning, patient inter-views, lectures, laboratory sessions focused on the gross and microscopic anatomy and pathology, and technology-based modalities and simulations. Clinical context will be emphasized in order to prepare students for the next phase of their education in the clinical setting. The course will be integrated with all other learning activities in the Foundations of Medical Knowledge Phase. Required. First year.

IDIS 5068. Brain, Behavior, and Movement. The Brain, Behavior, and Movement module provides an overview of contemporary neuroscience and introduction to neuropsychiatric disorders. The format of the mod-ule includes lectures, lab exercises, small group discussions, and case presentations and discussions. In conjunction with Physical Diagnosis, skills training includes the psychiatric interview and neurological exam. The module emphasizes a basic understanding of the anatomy, physiol-ogy, and pharmacology of the central and peripheral nervous systems and the pathophysiological underpinnings of neuropsychiatric disorders. The course provides the foundations of Neurology and Psychiatry. This course is a module within the Foundations of Medical Knowledge Phase. Required. First year.

IDIS 5070. Disease, Diagnosis, and Therapeutics. The objectives of this course are to teach the pathogenesis and manifestations of disease and to introduce the fundamentals of diagnosis and pharmacologic as well as nonpharmacologic therapy. Diseases, their recognition, and treat-ment will be presented in a systems-based format using an interdisciplin-ary approach to allow integration of pathobiology, clinical diagnosis, and therapy in a comprehensive manner. Principles of pharmacologic therapy will be presented in the context of relevant pathophysiology and how hu-mans react to drug therapies. The course will utilize a variety of teaching modalities that include lectures, laboratory sessions focused on the gross and microscopic pathology of disease, and technology-based modalities that include computer-based lessons, as well as formats that will promote critical thinking (small group sessions, case-based learning that utilizes patients, and problem-based cases that will be taught by both faculty and students). Laboratory and imaging diagnosis will be presented in the con-text of the diseases to which these foundations are applied in order to pre-pare students for the next phase of their education in the clinical setting. Basic principles of radiologic imaging will be supplemented by correlation with manifestations and diagnosis of disease. Emphasis will be placed on the use of laboratory data in solving clinical problems. The role of nutri-tion in disease prevention and management will also be emphasized. The impact of disease and its treatment on public health and society as well as strategies for prevention will be explored. Second year.

IDIS 5072. Emphasis: Biomedical Informatics. In consultation with faculty, each student who has selected this Emphasis area identifies a project and a mentor in Biomedical Informatics. After developing a re-search plan for the project, students carry out their research and present the results in a report in publishable form. Second year.

IDIS 5073. Emphasis: Community Health Initiatives and Outreach. In consultation with faculty, each student who has selected this Emphasis area identifies a project and a mentor in Community Health Initiatives and Health Outreach. After developing a research plan for the project, stu-dents carry out their research and present the results in a report in publish-able form. Second year.

IDIS 5074. Emphasis: Global Health. In consultation with faculty, each student who has selected this Emphasis area identifies a project and a mentor in Global Health. After developing a research plan for the project,


students carry out their research and present the results in a report in publishable form. Second year.

IDIS 5075. Patient, Profession, and Society. This required second year course is designed to provide formal and experiential learning around criti-cal population, social, cultural, and interpersonal issues associated with the practice of medicine. There are two major segments of the course. The fall segment focuses on preventive medicine, epidemiology, and pop-ulation health. The theme for the spring segment is patient-centeredness. It is designed to enhance students awareness of the patients perspec-tive on his or her illness or social condition and help “hard wire” specific communication skills which help to make the patient the center of his/her health care experience. Select PPS sessions throughout the year are delivered via the college-based Learning Community format. Second year.

IDIS 5076. Emphasis: Public Health Care. In consultation with faculty, each student who has selected this Emphasis area identifies a project and a mentor in Health Care and Public Health Research and Management. After developing a research plan for the project, students carry out their research and present the results in a report in publishable form. Second year.

IDIS 5077. Emphasis: Laboratory-Based Biomedical Research. In consultation with faculty, each student who has selected this Emphasis area identifies a project and a mentor in Laboratory-Based Biomedical Research. After developing a research plan for the project, students carry out their research and present the results in a report in publishable form. Second year.

IDIS 5078. Emphasis: Medical Education. In consultation with faculty, each student who has selected this Emphasis area identifies a project and a mentor in Medical Education. After developing a research plan for the project, students carry out their research and present the results in a report in publishable form. Second year.

IDIS 5080. The Brain and Behavior. The Brain and Behavior module is directed towards helping students acquire a solid understanding of the human central nervous system and human behavior. The format of the module will include lectures, lab exercises, small group discussions, and patient and case presentations. In conjunction with Physical Diagnosis, the skills training includes psychiatric interviewing, fundus exam, and neu-rological exam. The Brain and Behavior module will integrate three areas of medical science: (1) neuroanatomy, physiology, and biochemistry; (2) psychopathology and systems neuroscience; and (3) pathology, pharma-cology, and radiology. Together, the course will provide the foundation necessary for an understanding of the clinical fields of Neurology and Psy-chiatry. Second year.

IDIS 5082. Emphasis: Patient-Oriented Research. In consultation with faculty, each student who has selected this Emphasis area identifies a project and a mentor in Patient-Oriented Research. After developing a research plan for the project, students carry out their research and present the results in a report in publishable form. Second year.

IDIS 5084. Emphasis: MSTP Project. Students in the joint M.D./Ph.D. program satisfy the Emphasis Program requirement by completing three lab rotations during the first and second year of M.D. training.

IDIS 5090. Capstone (P/F). The goal of this four-week course for fourth-year students is to “spiral back” to basic sciences. Students will gain in-sights into how advances in basic sciences have impacted clinical prac-tice. Eight diseases or cases will be covered (two per week), each led by an expert in the fields. Possible topics covered will include obesity, vision loss, post-traumatic stress disorder, rheumatoid arthritis, trauma, colon cancer, miscarriage, and staphylococcal infections. There will be a few hours of lectures and small group discussions with ample time provided for student-directed learning and discovery. Fourth year.

IDIS 5100. Primary Care Medicine, VUH. All fourth-year students will have a required four-week unit in an ambulatory primary care setting. Students will choose an experience in outpatient internal medicine, fam-ily medicine, or pediatrics. Practice sites include ambulatory medicine or pediatric clinics in the community. The clinic experience is supplemented by a home visit to follow-up on a patient seen during the ambulatory clinic experience along with a home health or hospice visit. Prerequisite: Medi-cine 5020, Pediatrics 5020, Surgery 5020. Fourth year.

IDIS 5110. Communicating Unexpected Outcomes and Errors. Phy-sicians face a variety of challenges when confronted with unexpected outcomes events and medical errors. These include dealing with patient/family perceptions or care provided, their expectations for error resolution, and potential institutional costs. Picking up where the VMS 3 Intersession experience on communicating about obvious errors left off, this interactive case-based session teaches disclosure strategies in increasingly complex circumstances involving uncertainty about errors and outcomes, situa-tions involving multiple services, and scenarios where patients believe an error has occurred, but care was excellent. Disclosure-related principles and tools are provided, and cases are designed to provoke consideration of pros and cons of communication strategies using a balance beam ap-proach. The required session concludes with discussion of the impacts of medical error involvement on health care professionals. Fourth year.

IDIS 5150. Primary Care Medicine, Non-VU. Students may arrange a primary care experience outside of Nashville, subject to the approval of the course directors. Fourth year.

IDIS 5200. MSTP Seminar Series. This elective is open to students in the Medical Scientist Training Program only.

IDIS 5201. Foundations of Biomedical Research I. The major goals of this course for MSTP students in their first year of Medical School are to help them to gain familiarity in reading primary research literature, includ-ing utilization of statistical analyses, and to aid the students in selection of a thesis mentor and in understanding of appropriate expectations for both mentor and mentee. These goals will be accomplished in a casual setting through interactions with potential MSTP-eligible faculty and lab members, consultation with faculty advisors, and primary literature discussions. Stu-dents will be assessed based upon course participation. Open to students in the Medical Scientist Training Program only. First year.

IDIS 5202. Foundations of Medical Research II. The purpose of this course is to prepare MSTP students for the biomedical research phase of training. The course objective is to develop skills for physician-scientist trainees in critical evaluation of the research literature and formulating high-impact research questions. For second year students the course will be tailored to the individual interests of the students and their research mentors, with particular emphasis on examining scientific papers specific to the students' field of research. Open to students in the Medical Scientist Training Program only. Second year.

IDIS 5210. College Colloquium II. The College Colloquium II course seeks to maximize medical student learning related to student develop-ment as professionals. Helping students build an appropriate image of the medical profession and skill set related to functioning within the health care environment are the essential foundation for future success. Devel-opment as professionals involves knowledge, skills and attitudes related to students¿ practice as well as the environment within which the prac-tice will occur. The longitudinal nature and trusting environment created within the College Colloquium fosters student professional development. College Colloquium 2 serves to expand on many of the issues from the original College Colloquium including the personal areas of metacognition and ethics, as well as the exploring new concepts of leadership as well as knowledge and understanding of the broader health care environment and payment. The academic sessions will be developmentally appropriate as the students mature through the phases, as well as effectively integrat-ed with other course and clerkship efforts. In sum, the College Colloquium will provide the nurturing environs to maximize student development as professionals. Second year.

IDIS 5215. Continuity Clinical Experience II. The goal of this required course is to teach students to deliver personalized care for patients within a system of care. Active student engagement in the care team at a single clinical site will constitute a major element of this course. The course also includes classroom and self-directed learning components that will pro-vide foundational knowledge and skills. As a part of the course, students will be expected to follow a small panel of patients over time and across care settings. Clinic sessions will take place weekly, and students will con-tinue in their clinical sites throughout their four years of training. Required. Second year.


IDIS 5230. Beginner Spanish for the Medical Professional. Beginner Spanish for the Medical Professional includes a comprehensive grammar and vocabulary review, emphasizing communication between the health care provider and the Latino patient. The course underscores current es-sential cultural, demographic, and public policy issues affecting health care delivery to the Latino population in the United States. Class is con-ducted entirely in Spanish, however no previous knowledge of the lan-guage is required. First and second year.

IDIS 5233. Learning Communities. The Learning Communities course occurs during the student’s clerkship year and builds on the student’s experiences during the College Colloquium. Prior efforts addressed im-portant professional development topics such as metacognition, clinical reasoning, ethics, narrative medicine, and health care delivery. The Learn-ing Communities course connects these theoretical concepts and discus-sions with the practical and experiential learning of the students during their clerkship rotations. Students meet in College-based groups for dis-cussion and reflection with the College Mentors, as well as in clerkship-based groups with ethics faculty for deeper exploration of ethical issues specific to each clerkship. In sum, the Learning Communities course will continue to provide the nurturing environs to enhance student develop-ment as professionals.

IDIS 5233. Learning Communities-Foundations of Clinical Care. The Learning Communities FCC course integrates with the student’s clerkship experiences and builds on the students’ experiences Learning Commu-nities FMK. Prior efforts addressed important professional development topics such as metacognition, clinical reasoning, ethics, leadership, and health care delivery. The Learning Communities FCC course connects these theoretical concepts and discussions with the practical and expe-riential learning of the students during their clerkship rotations. Students meet in College-based groups for discussion and reflection with the Col-lege Mentors, as well as in clerkship-based groups with ethics faculty for deeper exploration of ethical issues specific to each clerkship. In sum, the Learning Communities FCC course will continue to provide nurturing en-virons to enhance student development as professionals by allowing for the exploration of the practical application of previously learned concepts.

IDIS 5235. Intermediate Spanish for the Medical Professional. Inter-mediate Spanish for the Medical Professional emphasizes spoken Span-ish in the context of the health care provider and the Latino patient, includ-ing a comprehensive grammar review and offering extensive vocabulary related to the clinical setting. Cultural issues related to health care and the Latino patient are emphasized. Prerequisite: IDIS 5230 or faculty permis-sion.

IDIS 5236. Let Your Life Speak: Authentic Decision Making for Your Medical School Career. This is a course designed to give students in their first or second year of medical school a unique opportunity to ad-dress issues of personal identity and self-care. This course will provide a forum for learning and dialoguing with other students about real-life is-sues that impact your personal development as a medical professional, with specific emphasis on some of the unique issues that face women in medicine. Questions such as "How will I choose a specialty?", "How will I integrate family with career?", and "How will I maintain my passion for medicine?" will be addressed as we consider the anatomy of the decision-making process. Class will be guided group discussion format with vari-ous female physician guest speakers and each student will also receive a one-hour personal coaching session with the instructor during the semes-ter. First and second year.

IDIS 5238. Wellness. This course will allow students to dedicate struc-tured time to the pursuit of a wellness activity that has meaning for them and will serve to inform their practice of lifelong wellness. Requirements: (1) Proposal and Timeline--include prose describing why this project is important to you and what you want to get out of your personal project; (2) Monthly check-ins with elective instructor; (3) Submit and discuss a piece of prose describing what you learned from your experience and how this experience will inform your practice of lifelong wellness. Students will submit a proposal using the Wellness elective form to the Office of Student Records. The proposal should include a description of the project and an estimated timeline. Approval of the advisory college director is required. First and second year.

IDIS 5239. Contemplative Mind in Medicine. This course will provide a forum for learning effective stress reduction skills, a supportive and safe environment where medical students have an opportunity to discuss their experiences of the early years of medical education, and a personal expe-rience for the foundation of a behavioral and preventive perspective in their future practice of medicine. First and second year.

IDIS 5242. Backstage Pass to the Wards. This course will allow students the opportunity to complete a series of six to eight rotations throughout a variety of specialties and subspecialties at Vanderbilt Univer-sity Hospital. It is expected that students will "shadow" and accompany the attending or resident physicians in their daily activities and participate in procedures/patient care at the discretion of their mentors. Opportunity for personal reflection and recording of insight into the various specialties will be possible via online forum and/or personal journal entries. Students are encouraged to ask relevant questions of their physicians and will be asked to reflect upon their experiences at the concession of all rotations. First and second year.

IDIS 5246. Boost Your Brain with a Book. Boost Your Brain with a Book is an elective for first and second year medical students. To obtain course credit, a student will read four books, one book per month for four months in the semester, and attend four book discussion sessions. Read-ing selections will vary. First and second year.

IDIS 5247. Boost Your Brain with a Book II. This is a continuation of the Fall Book Club elective.

IDIS 5250. Current Trends in the Financing of Health Care. This elec-tive will examine how health care is financed and changes in store with the Health Care Reform Bill. It is designed to familiarize students with current mechanisms of health care reimbursement for hospitals, physicians, and other components of the heath care delivery system. Students will look at how the system will change under the Patient Protection and Affordability Act. First and second year.

IDIS 5252. Fundamentals of Health Care Quality Improvement. The elective course will provide students with an introduction to quality improvement science in a health care setting. The course will challenge students to think in an interdisciplinary manner when problem solving for quality improvement and will provide students with models and team-building strategies for leading quality improvement initiatives in a variety of organizational settings. This course will be offered to students from the schools of Medicine, Management and Nursing. First and second year.

IDIS 5254. Increasing Interpersonal Effectiveness: It IS All About Me. This elective is for those who are curious to explore ways to be more successful and more effective with personal and professional relationships. It is about stepping out of our comfort zones and creating new ways of making meaning and emotion. Simple concepts with structured experi-ences will allow exploration of new ways of thinking about and acting in interpersonal situations. Enrollees are expected to participate fully and to support one another's learning through trust and a safe environment. First and Second year.

IDIS 5310. CiM Multi-Specialty Elective. Throughout this two-week elective, students will shadow attending and resident physicians of their choosing in various specialties and subspecialties. The purpose of the course is to introduce students to various fields of medicine in an effort to aid in their specialty selection in the fourth year of medical school. A list of attending physicians in various specialties will be provided by the Stu-dent Representatives of Careers in Medicine (CiM). Enrolled students will be responsible for contacting physicians and scheduling their shadowing experiences over the two-week period. Two weeks prior to the beginning of the elective, a meeting with the course director(s) will outline the pro-cess for scheduling these experiences and expectations for the elective. Shadowing experiences with faculty members outside the CiM-provided list may be arranged with prior approval from the course director. At the end of the elective, students will participate in a professional development workshop and an individual exit counseling session with the Assoc. Dean for Medical Student Affairs to discuss their clinical experiences and their progress towards choosing a specialty. Students will schedule shadow-ing experiences for nine days of the elective and attend the professional development workshop and the exit counseling session. Shadowing of


one physician is limited to a maximum of three days. Enrolled students will submit their shadowing schedule to the course director(s) prior to the start of the elective for approval. The professional development workshop will address topics such as CV writing and public speaking. At the conclusion of the two-week rotation, students will be familiar with the schedules, daily activities, patient populations, and consultations in several specialties. The shadowing experience and exit counseling session with the Assoc. Dean for Medical Student Affairs will provide students with information that will aid their specialty selection and CV.

IDIS 5314. Clinical Critical Thinking and Logic. Critical thinking, logic, and reasoning play a fundamental role in everyday patient care as well as research design, interpretation, and application. While development and application of evidence-based medicine is crucial to advancement of all aspects of clinical practices, it is of little significance without sound criti-cal thinking and logic reasoning. Students will join anesthesiologists and/or Intensivists in the operating rooms and ICU from 7:30 to 12:00 every other day throughout the elective period. Didactics about the principals of critical thinking in medical practice and other similar high intensity environments will be offered in the form of lectures, discussion groups, and simulations. Pre-acquired knowledge in the field of anesthesia and critical care is not required. Problem-solving skills development will be based on the concept of critical thinking and asking the right questions. Learning resources will be provided to students and will consist mainly of electronic resources avail-able on the internet and intranet followed by a question/answer session with an expert (physicians practicing in the respective field). At the conclusion of the two-week elective rotation, students will be able to describe and apply principals of critical thinking and reasoning to individual patient care as well as generating the relevant hypothesis on which future literature search and study design should rely. While problems in anesthesiology and critical care will serve as examples, the understanding and application of concepts and resources will be applicable to all fields of medicine.

IDIS 5315. Continuity Clinical Experience III. The goal of this required course is to teach students to deliver personalized care for patients within a system of care. Active student engagement in the care team at a single clinical site will constitute a major element of this course. The course also includes classroom and self-directed learning components that will provide foundational knowledge and skills. As a part of the course, students will be expected to follow a small panel of patients over time and across care settings. Clinic sessions will take place weekly, and students will continue in their clinical sites throughout their four years of training. Required. Third year.

IDIS 5316. Medicine and Media. As the interest in science and medi-cal news grows and more media outlets exist to report and analyze such news, the need will increase for medical professionals who are skillful at using media of all types to convey information. An understanding of vari-ous facets of how science and medical news are produced and reach the public may be gained through working with Vanderbilt communications professionals engaged in reaching the public with such news. Students in this elective will join various units of Vanderbilt’s Communications team, both as observers and participants, in order to learn some of the funda-mentals of medical and health communications at a major academic medi-cal center. These opportunities will include, but not be limited to, local and national media relations; getting hands-on experience with medical journalism by researching and writing a press release or a story for the VUMC Reporter or other Medical Center publications; working with the social media team to learn about the uses of media such as Facebook and Twitter to convey news, as well as health and wellness information; working with the Division’s web team to learn about the presentation of news and information via the web; receiving a more institution-wide per-spective by working with the editors of Research@Vanderbilt, our website devoted to research news; and working with VUMC faculty who are fre-quently called on by the press to convey health information to the public. The students will also be assigned readings and viewings that provide context to the daily hands-on experience. At the conclusion of the two-week elective, students will be able to interview one or more sources and write a publishable news story on biomedical research or a health topic; understand the daily interactions between the local and national media and a medical center such as Vanderbilt that seek to influence both public health and its national reputation via media relations; and understand the key role of social media in the modern media environment. Students will

also have the opportunity to become more skilled at being interviewed and accurately conveying information, even in a challenging environment. Additionally, the students will have an understanding of some of the key differences in professional assumptions between media professionals and science professionals.

IDIS 5320. Core Clerkships: Intersession. The intersessions are in-tended to address important clinical skills that apply to all medical do-mains. This is a pass/fail course. Third year.

IDIS 5327. Adult Communication Disorders. This two-week elective will offer students an opportunity to focus on adult communication disor-ders. Students will be provided didactic coursework in the relevant areas and will observe and, when appropriate, participate in surgical, medical, and clinical care of affected patients. Students will join an interdisciplinary team of clinicians, scientists, and physicians to serve and investigate adult patients who exhibit acquired communication or vestibular disorders as a result of damage to the central or peripheral nervous system. Acquired neurogenic disorders commonly are associated with stroke, dementia, Parkinson's disease, Lou Gehrig's disease, tumor, and traumatic brain injury, which result in aphasia, dysarthria, and apraxia of speech. The most commonly diagnosed vestibular disorders include benign paroxys-mal positional vertigo (BPPV), labyrinthitis or vestibular neuritis, Meniere's disease, secondary endolymphatic hydrops, and perilymph fistula, which result in a range of difficulties including vestibular disturbance and difficul-ties with balance and falls. Students will spend a portion of their time with the Neurogenics Team and a portion of their time with the Vestibular Team. Care providers from the departments of Hearing and Speech Sciences, Neurology, Physical Medicine and Rehabilitation, Trauma, and Otolaryn-gology will participate in this elective.

IDIS 5329. Pediatric Communication Disorders. This two-week elective will offer students an opportunity to focus on pediatric communication dis-orders. Students will be provided didactic coursework in the relevant areas and will observe and, when appropriate, participate in surgical, medical, and clinical care of affected patients. Students will join an interdisciplinary team to serve and investigate pediatric patients who exhibit hearing loss, dyspha-gia (a feeding and swallowing disorder), or Autism Spectrum Disorder (ASD). ASD includes Autism, Pervasive Developmental Disorder, not otherwise specified and is characterized by a disturbance of normal neural organiza-tion and connection resulting in impaired social interaction and communica-tion. Students will spend a portion of their time with the cochlear implant and hearing aid teams, a portion of their time with the dysphagia team, and a portion of their time with the ASD team. The Hearing Loss Team will consist of audiologists, surgeons, speech-language pathologists, and a number of other individuals who work with these children. Clinical and surgical obser-vations will take place in various clinics within the Bill Wilkerson Center and in the Otolaryngology Clinic at Children's Hospital. The Dysphagia Team will consist of otolaryngologists and speech-language pathologists, and a number of other professionals who work with these children. Clinical and surgical observations will occur within the Complex AeroDigestive Evalua-tion Team (CADET) Clinic. The ASD Team will consist of care providers and scientists from the departments of Psychiatry, Psychology, Developmental Pediatrics, Hearing and Speech Sciences, Neuroscience, and a number of other individuals working with these children.

IDIS 5415. Continuity Clinical Experience IV. The goal of this required course is to teach students to deliver personalized care for patients within a system of care. Active student engagement in the care team at a single clinical site will constitute a major element of this course. The course also includes classroom and self-directed learning components that will provide foundational knowledge and skills. As a part of the course, students will be expected to follow a small panel of patients over time and across care settings. Clinic sessions will take place weekly, and students will continue in their clinical sites throughout their four years of training. Fourth year.

IDIS 5610. Immersion: Advanced Perioperative Medicine: A Contin-uum of Care. This 4-week course is designed to emphasize perioperative medicine as a continuum of care with application of both basic science and clinical knowledge from a variety of rotation experiences. Basic sci-ence topics (ischemia and ischemia-reperfusion injury, infection, inflam-mation, and coagulation) will be applied to specific disease processes, clinical decision-making, and perioperative outcomes. An emphasis is also


placed upon the importance of coordination and collaboration of care with various medical specialists and health care team members to achieve op-timal patient outcomes. Students will participate in the perioperative care of adult patients undergoing elective and emergent surgical procedures from the preoperative evaluation through the duration of hospital stay. The pathophysiology and clinical implications of both acute and chronic dis-ease processes will be considered with a special emphasis on coronary artery disease, obesity, COPD, diabetes, peripheral vascular disease, and acute kidney injury. This unique opportunity will allow the student to par-ticipate in the entire continuum of perioperative care and interact with nu-merous medical/surgical specialties and other health care disciplines. To facilitate integration of comprehensive knowledge and skills acquired from prior medical school experiences, patient selection will be based upon complexity of both the medical history and surgical disease process as well as the anticipated intensity of care. Clinical venues include VPEC, op-erating room, PACU, ICU, wards, cardiac procedure settings, blood bank, radiology, and specialty clinics. Clinical and didactic course instructors represent the following specialties: anesthesiology and critical care, sur-gery, pathology, radiology, internal medicine and medicine subspecialties (cardiology, pulmonary, nephrology, infectious disease, hematology, and endocrinology). Fourth year.

IDIS 5610. Perioperative Medicine: A Continuum of Care. This 4-week course is designed to emphasize perioperative medicine as a con-tinuum of care with application of both basic science and clinical knowl-edge from a variety of rotation experiences. Basic science topics (ischemia and ischemia-reperfusion injury, infection, inflammation, and coagulation) will be applied to specific disease processes, clinical decision-making, and perioperative outcomes. An emphasis is also placed upon the importance of coordination and collaboration of care with various medical specialists and health care team members to achieve optimal patient outcomes. Stu-dents will participate in the perioperative care of adult patients undergoing elective and emergent surgical procedures from the preoperative evalua-tion through the duration of hospital stay. The pathophysiology and clinical implications of both acute and chronic disease processes will be consid-ered with a special emphasis on coronary artery disease, obesity, COPD, diabetes, peripheral vascular disease, and acute kidney injury. This unique opportunity will allow the student to participate in the entire continuum of perioperative care and interact with numerous medical/surgical specialties and other health care disciplines. To facilitate integration of comprehen-sive knowledge and skills acquired from prior medical school experiences, patient selection will be based upon complexity of both the medical history and surgical disease process as well as the anticipated intensity of care. Clinical venues include operating room, PACU, ICU, wards, blood bank, radiology, and general surgery clinic. Clinical and didactic course instruc-tors represent the following specialties: anesthesiology and critical care, surgery, pathology, radiology, internal medicine and medicine subspecial-ties (cardiology, pulmonary, nephrology, infectious disease, hematology, and endocrinology). Additionally, formal review of anatomy in the cadaver lab is provided. Excellent "intern prep course" for those interested in anes-thesiology or surgery. Fourth year.

IDIS 5611. Immersion: Cardiovascular Intensive Care. In this fourth year immersion course, students will become proficient in topics com-monly encountered in the cardiovascular intensive care unit (CVICU), such as vascular access, advanced cardiac life support, cardiogenic shock, acute heart failure, and acute coronary syndromes. This course will use a multidisciplinary, case-based approach to learning. The predominant method of learning will occur at the bedside; the student will be fully inte-grated into the patient care team and will be given specific clinical respon-sibilities for patients. Recognizing that a specific case-based approach enhances learning, students will be assigned patients with different im-portant cardiovascular conditions. For each assigned patient, the student and faculty member will complete a comprehensive Case Learning Plan which includes: (1) a focused review of the basic and/or translational sci-ence underlying a specific pathophysiological area of the case; (2) read-ing and brief presentation of pertinent clinical trials regarding the clinical management; (3) demonstration of relevant elements of the history and physical examination; (4) discussion of the differential diagnosis and diag-nostic evaluation; (5) discussion of treatment options; and (6) discussion of the impact of the patient’s acute disease on their long-term prognosis,

functional capacity, and socio-economic status. Using the Case Learning Plans, the student will work with the CVICU team to document the dem-onstration of specific competencies. In addition to time spent in the CVICU with the assigned patients, students will observe and follow their patients through diagnostic testing and therapeutic procedures in the cardiac catheterization lab, cardiac surgical operating room, electrophysiology lab, and noninvasive cardiovascular lab. Students will interact with other care providers in these settings to facilitate detailed learning of these aspects of care. In addition, further enhancement of learning will take place in the simulation lab in the Center for Experiential Learning. Fourth Year.

IDIS 5612. Immersion: Kidney Transplantation Medical and Surgi-cal Aspects. This course is intended to provide the fourth year student with an overview of the multidisciplinary approach to kidney transplanta-tion. The student will be exposed to a variety of topics in transplant allow-ing for the integration of basic science methodology into clinical practice. The student will gain a basic understanding of transplant immunology and how it relates to histocompatibility testing and immunosuppresion man-agement. The student will be exposed to both the medical and surgical aspects of kidney transplantation through the care of patients in the op-erative, inpatient and outpatient settings. In addition, the student will gain an understanding of the medical and ethical issues surrounding kidney donation, both in the deceased and living donor populations. The student will achieve the above mentioned objectives through a variety of learning pathways including directed reading, small group discussions, laboratory participation and hands on clinical experiences. Fourth year.

IDIS 5613. Immersion: Critical Illness: Catalyst for Integration and Application of Physiology and Pharmacology. Regardless of a stu-dent's individual specialty choice, each will be called upon to provide com-petent care for critically ill patients during their residency training. Success-ful management of such critically ill or injured patients requires a thorough understanding of physiology and pharmacology. By combining targeted teaching with hands-on experiences in different ICUs across the medical center, the Critical Illness Immersion Course will help deepen understand-ing of the physiology and pharmacology principles inherent in critically ill patients. Students will have the opportunity to spend one week in four dif-ferent ICUs across the medical center, including the Medical ICU, the Sur-gical ICU, the Burn ICU, the Neurologic ICU, the Cardiovascular ICU and the Pediatric ICU. Students from the different ICUs will gather together in the afternoon for educational sessions to discuss physiology and pharma-cology, as well as weekly for wet lab experiences where they will be able to obtain ICU-specific technical skills, such as airway management, ventilator manipulation, chest tube placement, and bronchoscopy. Fourth year.

IDIS 5614. Immersion: Community Health Care: Patients, Popu-lations, and Systems of Care. The primary goals of this Community Health Care elective are to equip students to effectively address predic-tors of poor health on an individual level, and to engage health care sys-tems in ways that promote meaningful change. The three components of the course are 1) clinical experience seeing adult and pediatric patients in a primary care community health clinic, 2) didactic curriculum with area ex-perts covering social determinants of health, systems of care, and means of intersection, 3) and an individual project. This course will satisfy the Primary Care requirement. Fourth year.

IDIS 5615. Immersion: Integrating Information Technology and Clinical Care. Biomedical Informatics is the clinical specialty concerned with how health care providers interact with patient data, general medical knowledge and research evidence through all aspects of care delivery. Lessons from the field of biomedical informatics help health care providers manage the complexities of genomically personalized medicine, popula-tion-based chronic care and team-based approaches to care delivery that include the patient. In this course, students will face complex clinical prob-lems that illustrate the real-world applicability of biomedical informatics. To this end, students will participate in activities that leverage key tenets of biomedical informatics. Activities will include multidisciplinary clinical rounds, directed topic-based conversations, small group problem-solving and design work, directed study and review of the relevant biomedical literature, and critical assessment of proposed solutions. Fourth year.

IDIS 5616. Clerkship in Sexual Health. Sexual Health is an interdisci-plinary course focusing on sexual health in the general population and the


specific health care needs of sexual and gender minorities. Clinical spe-cialties highlighted in the course include Pediatrics & Adolescent Medicine, OB/GYN, Psychiatry, and Internal Medicine with content threads from eth-ics, medicolegal health care, human development, and chronic care. The course content will be divided into three blocks: (1) Human Sexuality, (2) Sexual and Gender Minorities, and (3) Reproductive Health for Men and Women. Each block will end with a concluding session that summarizes the specific skills and knowledge students need to be successful during their residency training (e.g., reproductive health needs for students going into emergency medicine vs. general surgery). Fourth year.

IDIS 5616. Immersion: Sex, Sexuality, and Sexual Health. Sex, Sexu-ality, and Sexual Health is an interdisciplinary course focusing on sexual health in the general population and the specific health care needs of sexual and gender minorities. Clinical specialties highlighted in the course include Pediatrics & Adolescent Medicine, OB/GYN, Psychiatry, and In-ternal Medicine with content threads from ethics, medicolegal health care, human development and chronic care. The course content will be divided into three blocks: (1) Human Sexuality, (2) Sexual and Gender Minorities, and (3) Reproductive Health for Men and Women. Each block will end with a concluding session that summarizes the specific skills and knowl-edge students need to be successful during their residency training (e.g., reproductive health needs for students going into emergency medicine vs. general surgery). Fourth year.

IDIS 5617. Immersion: Health Policy, Social Activism, and Surgery: Development of Community-Based Leadership in Surgery. The Vanderbilt Orthopaedic Institute Center for Health Policy seeks to offer a course that exposes fourth year medical students to the traditional treat-ment of orthopaedic trauma, general surgery trauma, and neurosurgical patients in the emergency department, operating room, and clinic, to-gether with a seminar series that will allow the medical student to consider the social context of disease and injury and ultimately propose potential policy solutions to specific injuries that are commonly seen. Students will rotate in clinic/OR on a weekly basis with course instructors and will also meet weekly with the instructors for a seminar-style discussion related to the social context of illness and injury. The final project of the course will involve each student developing a specific policy-driven proposal to im-pact the injury of interest. The ultimate goal of the month will be to further build the skills necessary to develop future surgeons who will not only treat disease but also understand the deeper societal and policy context and implications. Fourth year.

IDIS 5618. Immersion: Primary Care in Resource-Limited Settings. Health promotion, disease prevention and control, and mortality reduction require an inter-professional, multidisciplinary response for multidimen-sional problems. Whether from the point of view of humanitarian inter-est, research competitiveness, full utilization of our educational resources, or the need for global expertise for modern America, the global health agenda has emerged as an increasingly important component of higher education in the U.S. Responding to this growing need in US academia, the Vanderbilt University Institute for Global Health and the Lwala Com-munity Alliance (LCA, http://lwalacommunityalliance.org/) have developed a proposal for an immersion course for fourth year medical students. The introductory overview course titled “Delivering Primary Care in Resource-Limited Settings” is a clinical rotation that also introduces students to key topics and concepts in global health including diseases, conditions, and health interventions common in low-resource settings. Health and developmental issues across nations and cultures that require collective (partnership-based) action will be highlighted. The course will be taught in Lwala, Kenya at the Lwala Community Hospital and through online mod-ules and Skype mentoring sessions. Approval required. Fourth year.

IDIS 5619. Immersion: Congenital Malformations and Their Man-agement in Pediatric Populations. This course is designed for fourth year medical students who will have a career in which they will provide care to children with congenital malformations that require complex treat-ment plans. During the four-week course, students will increase their un-derstanding of common congenital disorders and begin to develop the skills necessary for managing these complex disorders within interprofes-sional teams. Multiple learning strategies will be used, including didactic presentations, rotations in a variety of clinical settings, case discussions,

and a relatively innovative strategy called the challenge cycle. The chal-lenge cycle is an approach to discovery learning where groups of students will be asked to address a real life challenge and propose solutions based on their investigation of the evidence related to the challenge. Teams of students will be given a challenge to address each week. Primary course content will be focused around common genitourinary problems, congeni-tal heart malformations, craniofacial abnormalities, brain malformations and neurodevelopmental disabilities. To aid in completing these assign-ments, the fundamentals of residency-relevant prenatal development and the latest evidence on molecular causality will be supplied in 2-3 didactic sessions per week. In addition, there will be six half days of experiential learning within various clinical settings (clinics, surgical repair, diagnostic radiology). Some learning of less common congenital malformations will be presented in a clinical case-based format. At the end of each week, teams will present their challenge cycle assignments to the faculty and other students in the course. Fourth year.

IDIS 5620. Immersion: Clinical and Molecular-based Approaches to the Diagnosis and Treatment of Cancer. The overall goals of this course are to provide participants with an understanding of the molecular mechanisms of cancer development and progression and the multidisci-plinary approaches to cancer diagnosis and treatment in the clinic. Fur-thermore, how those molecular changes are detected and leveraged in the clinical setting for patient care will be elucidated. Formulating patient therapeutic strategies is complex and requires an interdisciplinary team effort between medical, surgical, and radiation oncologists. In addition, contributions from pathologists, physical therapists, nutrition counselors, and psychologists are invaluable for personalized cancer diagnosis and treatment. This course will provide exposure to these specialties in the context of breast and lung cancer and melanoma; however, the course will also provide opportunities to explore other tumor types. In addition, the advantages and barriers of clinical trials, socioeconomic disparities, and ethical dilemmas will be presented. This course will employ a combi-nation of seminars, literature review sessions, and clinical and laboratory experiences. Fourth year.

IDIS 5621. Immersion: Cardiovascular Diseases. The course will ex-pose the student to a broad range of cardiovascular diseases, focusing on basic science and clinical topics that are applicable to all three specialties: cardiology, cardiothoracic surgery and vascular surgery. All students will participate in a core series of lectures and workshops, but will be allowed to choose one of the three specialties for their patient care experience. Clinical care will occur in a variety of settings including the wards, intensive care unit, operating room, out-patient clinics, and diagnostic laboratories. Although each student will need to choose an area of clinical interest for their patient care experience, the course provides flexibility to allow the interested student to cross over to the other two specialties in order to fol-low through on a specific patient's care or to learn more about diagnostic testing or therapies specific to that specialty. Fourth year.

IDIS 5633. Learning Communities Immersion. The Learning Commu-nities IM course builds on prior efforts addressing student professional development that occurring in earlier Learning Communities courses. Stu-dents continue to explore vital issues of their development as profession-als with further readings and small group discussions within the nurturing College environment. The sessions are designed in a developmentally appropriate manner to maximize discussions and learning based on the clinical experiences of the students. The Learning Communities IM course provides the environment for students to focus on further honing their own skill sets regarding ethics, meta-cognition, leadership, and health care pol-icy prior to graduation and the beginning of residency training.

IDIS 5930. Preparation for Internship. This course will provide fourth year students with essential knowledge and skills to enter internship (of any discipline) with confidence. Informed by interviews with residents and program directors, the curriculum will cover common clinical problems managed by interns and will review most frequently-used medications. Workplace challenges, advanced communication tasks and teaching skills will also be addressed. The course utilizes a variety of methods, in-cluding lecture, small group and panel discussion, as well as skills labs and simulation. Fourth year.


IDIS 6100. Special Clinical Study—Vanderbilt. Each student arranges an independent study with a mentor and completes a period of clinical work. Approval required.

IDIS 6150. Special Research Study—VU. Each student arranges an independent study with a mentor and completes a period of research work. Approval required.

IDIS 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required. First and second year elective.

IDIS 6300. Full-Year Research. Students enrolled in this full-year re-search course are participating in various research activities including Vanderbilt Medical Scholars, Howard Hughes Medical Institute Research, Sarnoff Cardiovascular Research Program, or Fogerty International Re-search Scholars Program. Approval required.

IDIS 6305. Full-Year Service Learning. Students enrolled in this year-long course are participating in an activity of medical service to the com-munity. Approval required.

IDIS 7100. Special Clinical Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

IDIS 7150. Special Research Study—Non VU. Each student arranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.

Global HealthIGHM 5240. Foundations of Global Health. This course introduces students to key topics, concepts and methods in global health, examin-ing determinants of complex issues and exploring multi-dimensional ap-proaches and interventions with a particular emphasis on low resource settings. Health and developmental issues across nations and cultures that require collective (partnership-based) action are highlighted by an in-terdisciplinary faculty using didactic, interactive and practical elements of instruction. At the conclusion of the course, students should be able to discuss research and evaluation methodologies commonly used in the field, identify key global health questions and design suitable projects that address the questions. This course is a requirement for the Global Health Certificate. First and second year. Fall.

IGHM 5241. Foundational Skills in Global Health. This course intro-duces students to core research, field tools, assessment and implementa-tion techniques, and evaluation methodologies used commonly in the field of global health. Various theories and practices that are commonly used to analyze issues and intervene in global health are explored. A key objective of the course is to examine determinants of global health and development from an interdisciplinary vantage point. Health and developmental issues across nations and cultures that require collective (partnership-based) ac-tion are highlighted. The course is taught by an interdisciplinary faculty and external resource persons using didactic, interactive, and practical elements of instruction. First and second year. Spring.

IGHM 5242. Informatics for Global Health Professionals. This course serves as an introduction to medical informatics with an emphasis on global health care settings. As global health bridges both patient care and public health, so informatics in this context covers both patient-based information systems and public health information systems. International cooperation on health information system issues has resulted in both ex-tensive knowledge repositories and a powerful set of tools and techniques that can be used by practitioners and researchers. The module consists of lectures with discussion and analysis as well as hands-on instruction with some software applications and electronic resources. This course may be taken as credit toward the Global Health Certificate. First and second year. Fall.

IGHM 5244. Ethics in Global Health. This course provides an overview of ethical issues and standards in global health, particularly with respect to ethics in international research. Its aim is to provide students in the health professions and others interested in global health with a framework in

which to recognize, examine, resolve, and prevent ethical conflicts in their international work. Through readings, lectures and discussion, students will explore diverse historical and contemporary international perspectives on the concepts of ethics and health as well as formulating recommen-dations for prevention and resolution of ethical conflicts related to global health. This course may be taken as credit toward the Global Health Cer-tificate. First and second year. Spring.

IGHM 5246. Leadership Development in Global Health. This course is an introduction to leadership theory and practice, directed toward those who seek leadership positions in the area of global health. The course will draw on students' own experiences with leadership and seek to ex-tend their capacities to effectively lead in organizations. The course seeks to explore dimensions and competencies of leaders, define the abilities and traits of effective leadership and explore how students develop those requisite abilities. This course may be taken as credit toward the Global Health Certificate. First and second year. Fall.

IGHM 5248. Medical Anthropology. This course provides a framework for students to investigate and learn about the study of pain, illness, suf-fering, and healing in cultures around the world. This course is designed to introduce students to a broad range of medical anthropology topics, theoretical approaches and research techniques by examining case studies on chronic illness, sorcery and traditional healing, modern pandemics, as well as treatment and illness expectations. Within these discussions, our focus will be comparative, investigating illness, misfortune, and healing in a number of societies from Mozambique, Uganda, South Africa, France, the United States, and Japan. Students will develop an appreciation for the culturally specific nature of illness, allowing them to better understand and treat patients from diverse cultural backgrounds. This course may be taken as credit toward the Global Health Certificate. First and second year. Fall.

IGHM 5249. Case Studies in Tropical Diseases. This course will in-troduce tropical diseases and parasitology in a clinical case study format with student group leadership that is facilitated by faculty with substantial front-line tropical medicine training and experience. Written case proto-cols will be presented by faculty members and Infectious Disease fellows/Internal Medicine residents who will lead an interactive discussion involv-ing pathophysiology, clinical presentation, differential diagnosis, diagnosis and treatment. This course may be taken as credit toward the Global Health Certificate. First and second year. Spring.

IGHM 5250. Global Health Politics and Policy. Global Health Politics and Policy introduces core global health problems facing the world's popu-lations today and examines the efforts taken to improve health at a global level. It focuses on the social and political movements of global health is-sues and how these forces created and shaped global health policy both in the U.S. and among the G8 nations from 2000-2011. First and second year. Spring.

IGHM 5252. Quality Improvement in Global Health. This course will introduce the concept and methodology of Quality Improvement (QI) sci-ence as it applies to health care delivery in the U.S. and in the developing world. The course is designed to give students the background to under-stand the role that QI plays in reducing medical errors, improving service efficiency and adding value in health care systems. Students will be given hands-on experience in QI by developing and implementing a personal improvement project over the course of the month. Students will develop an understanding of how to bring about change in health care systems by analysis of health care processes, how to develop pilot interventions, use data to evaluate changes, and empower individuals to be agents of improvement. This course may be taken to satisfy requirements for the Global Health Certificate. Spring.

IGHM 5254. One Health: Intersection of Animal, Environmental, & Human Health. The course objectives are to introduce students to the core concepts of One Health and to expose them to integrated trans-disciplinary approaches to global health problems. The online course will use lectures and case studies to illustrate how human, animal and environ-mental health are linked and students will participate in activities to design creative, interdisciplinary interventions for a global health problem. Spring.

IGHM 5255. Global Health Nicaragua. This twelve-week course is de-signed to expose medical students to the basic health care systems of


Nicaragua centered around a one-week trip to the country. Students will gain a basic understanding of the health care disparities between Nicara-gua and Nashville; understand the role of a visiting health care provider in global health stewardship; understand the role of DM, HTN, and nutrition among the Nicaraguan people. Students will work to educate Nicaraguan patients in diabetes, nutrition and cardiovascular health, and will educate the Vanderbilt community through a poster session upon their return. The class will be composed of didactic and small group case-based learning, several small group project designs, journal club, and clinic observation, culminating in a poster session. Pre- or corequisite: Basic knowledge of Spanish or the Medical Spanish elective. First and second year.

IGHM 5258. Global Health Argentina. This course is offered by the Vanderbilt Vaccine Center and Infant Foundation as an international field experience involving clinical and research training in Argentina, providing thorough insight into Argentina’s unique health care system. The course will provide students with the opportunity to conduct biomedical trans-lational research or pediatric rotations at hospitals and medical centers in Buenos Aires. Students will be embedded into a fully bilingual team of both local and U.S.-trained researchers and physicians, and students will also have the opportunity to shadow certified physicians in pediatric hospitals or primary health care model centers. While the focus is com-pletely scientific, students will be exposed to the multicultural aspects of Buenos Aires to learn the local culture and Spanish language. This course is graded pass/fail. First year.

IGHM 7100. Clerkship in Global Health. This four-week elective aims to provide clinical experience in the care of patients in low or middle-income countries, most often in resource constrained environments. Students will assess the most common health problems encountered at the site, the usual treatment protocols, and how management differs from that in the U.S. or other developed countries. Students will learn how treatment and treatment decisions are influenced by local cultural norms and policies, and will understand the variety of barriers to successful therapeutic regi-mens. Students will also reflect on the various cultural gaps encountered and how these can be bridged and the concept of cultural humility. Coun-tries and sites may vary, but approval will depend on the safety of the area. Approval will be facilitated by Vanderbilt faculty involvement at the site. If the intended location is on the State Department Travel Alert List, additional approval will be required. Fourth year.

Medical Education and AdministrationMADM 5700. Shade Tree Clinic Full-Year Elective. Enrolled students will commit to volunteering for a minimum of 20 clinic sessions, Tuesday or Saturday, during the months of July through April. Students will also be responsible for assisting with leading educational initiatives while in clinic such as teaching first and second year students during clinic and facilitating clinic wrap up. The course will additionally consist of 6-8 lecture sessions spread throughout the year involving topics such as community health resources, health care economics, quality improvement, and pre-ventative care. All students will be required to complete a one-page as-signment individually or as a group to reflect on the experience. Students will complete a project to be decided upon by the group. This could take the form of a quality improvement initiative, paper for publication, or any number of ideas depending upon the interest of the group. Fourth year.

MADM 5750. Students-As-Teachers Full-Year Elective. The goal of this course is to prepare senior medical students to become effective teachers as residents. The course offers a longitudinal didactic program, bringing the cohort together throughout the fourth year to discuss general teaching strategies, educational theory and to review educational literature (the need for flexibility in scheduling is recognized). This is combined with an opportunity to enhance proficiency in one specific teaching environ-ment by participating in the delivery of a particular course or program in the general curriculum. Students will practice teaching skills, gain an ap-preciation for evidence-based teaching techniques, and receive mentoring and feedback from established educators. Fourth year.

MADM 6150. Special Research Study—Vanderbilt.. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

MADM 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

MADM 7150. Special Research Study—Non-VU. Each student ar-ranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.

MedicineMED 5012. Physical Diagnosis. The introduction to clinical medicine course for second year students. Emphasizes interviewing skills, acquir-ing a medical database, and performing a comprehensive physical ex-amination. Utilizes a mentor system with groups of four students assigned to two faculty tutors who will guide them through history taking, patient examinations, and write-ups. Includes lectures, practical sessions, and patient encounters. Second year.

MED 5016. Diagnostics and Therapeutics. This required course is of-fered during the clerkship year of the curriculum. The goals of the course are to teach techniques in clinical decision making, with an emphasis on many factors that may impact the clinician's approach to the presenting complaint, e.g. pretest probability, risks, and costs of studies; to give the students an understanding of the laboratory and radiographic tools used to work through a differential and arrive at a diagnosis; and to impart a ba-sic understanding of treatments rendered for common disease processes that they will encounter. The full-time introductory segment at the begin-ning of the clerkship year will be followed by weekly exposure through the year to online modules and small group activities that delve into specific presenting complaints with explicit discussion of how the clinician works through each of these clinical problems and treats the final diagnosis. Foundations of Clinical Care phase.

MED 5020. Medicine Core Clerkship. Third-year medical students par-ticipate in an eleven-week, inpatient clinical clerkship under the aegis of the Department of Medicine, utilizing the clinical services of the Vanderbilt and VA hospitals. It is believed that learning is most vivid through direct experience with patients, obtaining histories, and doing physicals and laboratory studies, and that it is amplified by reading and intensive contact with members of the teaching staff and house staff. Students are given considerable responsibility under close supervision of the teaching staff. The clerkship is divided into three rotations of which two are general medi-cine and one subspecialty medicine. Each student is assigned to a fac-ulty/resident team and functions as an apprentice physician with graded responsibility for the evaluation and management of patients admitted to the medicine service. Students participate in all clinical and teaching activi-ties of the service, including daily attending rounds, morning report, noon conferences, Grand Rounds, and the Thursday morning lecture series. In addition, students meet weekly in small groups with an assigned faculty member who conducts preceptor rounds for the entire eleven weeks. Third year.

MED 5130. Subspecialty Clinics in Medicine. The Department of Medicine offers a four-week unit for senior medical students to work in subspecialty clinics in the department. Students work one-on-one with faculty members or fellows in at least nine (9) clinic meetings per week. Students may choose from a variety of clinics including allergy/pulmonary, bone marrow transplant, cardiology, endocrinology, gastroenterology, he-matology/oncology, infectious disease, nephrology, pharmacology, and rheumatology. Students may spend all of their time on one or two clinics or elect to work in a variety of clinics. Students arrange their schedules with attendings in various clinics and contact Dr. Spickard to discuss their plan for the month. Fourth year. Prerequisite: Medicine 5020.

MED 5210. Clinical Pathophysiology and Pharmacology: Rounds on the CRC. The course consists of the in-depth discussion each week of the illness of one patient emphasizing the pathophysiology of the dis-ease process and important issues in clinical diagnosis. Enrollment is limited so that the traditional question and answer interaction between physicians and students during rounds can be maintained. Patients will normally be selected from among those admitted to the Clinical Re-search Center and will, insofar as possible, reflect conceptually important


or commonly encountered diseases and differential diagnostic problems. Pre-requisite: First year curriculum. Second year.

MED 5240. Ethics, Law, and Medicine. This course explores a variety of topics and problems at the intersection of ethical, legal, and medical concerns in the modern world of health care, including (to name a few) end of life decision making, reproductive technologies and abortion, ge-netic screening, and organ transplantation. Case-based and discussion oriented, the course has a secondary aim --to engage with others from different disciplinary backgrounds and training in order to foster greater appreciation for the multiplicity of perspectives associated with these (and similar) topics. Accordingly, the course is designed for, and available for enrollment to, students in the Schools of Divinity, Law, and Medicine. First and second year.

MED 5248. HIV Counseling and Testing Elective. HIV rapid screening initiatives targeting urgent care, public health and emergency department clinics are components of a broad based HIV testing initiative to identify an estimated 1.2 million HIV infected persons unaware of their infection. Com-munity provider Nashville CARES certifies students to perform HIV counsel-ing and testing services within local emergency rooms (Vanderbilt, Metro General, Baptist Hospital), neighborhood health clinics, and community venues serving high risk targeted populations through outreach and other health initiatives. Training includes CDC Counseling and Testing Training, Counseling Skills for HIV Positive Clients, Nashville CARES HIV CTS Policy and Procedure, Nashville CARES Confidentiality Law, and Orasure and Ora-Quick Testing and Screening Device Training. Students will provide public health screening and targeted CTS. First and second year.

MED 5250. Master Clinician Elective at Shade Tree: Learning in the Community. The Master Clinician Elective at Shade Tree (MCE): Learning in the Community aims to provide VMS II students with a community-based, primary care-focused, clinical experience during their spring semester. The goal of the course is to help students accelerate their clinical competency while pursuing interests in community health and primary care. Students will volunteer as an underclass clinician for a minimum of six (6) clinical shifts during the semester. Under the supervision of a clinical medical student, MCE students will be responsible for conducting the history, physical ex-amination, and formulating an assessment and plan. MCE students will be encouraged to present patients to attending providers and document the encounter using StarPanel. In addition to these clinical learning opportuni-ties, the MCE students will attend four lunchtime didactic sessions during the spring semester. Second-year students only. Spring.

MED 5302. Cardiovascular Physiology. Students will review cardio-vascular physiologic principles in the setting of a high volume clinical cardiac MRI lab. Students will have the opportunity to interview patients, auscultate cardiac murmurs, review relevant records such as ECG/blood pressure measurements/heart rhythm strips; and then correlate physical exam findings and patient history with high resolution MRI imaging in a wide variety of cardiovascular pathologies. The cardiac MRI lab reviews an average of 6-8 cases a day, with cardiac conditions ranging from normal findings; atrial fibrillation; ischemic, nonischemic, and hypertrophic car-diomyopathies; congenital cases (both pre and postsurgical); pulmonary hypertension; cardiac transplant; stress testing; and cardiac valvular dis-eases. A relevant cardiovascular physiologic principle will be reviewed at the beginning of each day. The physiology concepts to be reviewed will be selected depending on significance to the cases on the MRI schedule. At the conclusion of this fun and engaging two-week elective rotation, stu-dents will have reinforced their knowledge of cardiovascular physiology by combining a review of the pertinent concepts with clinically relevant and patient-oriented cardiovascular imaging cases. The combination of concept review applied to real time clinical cardiovascular imaging will strengthen the knowledge of cardiovascular physiology in a unique and unforgettable way. This elective course will provide a unique and compel-ling preparation for the cardiology intern year.

MED 5304. Integrative Medicine. Students in this two-week elective will participate in helping patients develop and implement treatment plans for lifestyle and behavior change through the Vanderbilt Center for Inte-grative Health (VCIH). The VCIH cares for the whole person , mind, body, and spirit. Using the resources of the clinic, including health coaching, the students will develop their own personal plan for wellness. They will

also learn the management of chronic pain and complex chronic disease working with a multi-disciplinary team. This will include exposure to clini-cal consults (medical and acupuncture), therapeutic movement classes, chronic pain skills groups, and group nutrition coaching. Students will also participate in a weekly multi-disciplinary case conference. At the conclu-sion of the elective, students will be able to take an integrative medicine patient history with emphasis on the patient's perspective and experience of disease/illness and relevant psychosocial history; identify and describe the patient's capacity for behavioral change including barriers and readi-ness to change; assist patients in developing a personalized plan of care; explain integrative medicine treatment plans by citing appropriate medical literature; participate in inter-professional care to develop skills in interact-ing with other health professionals to develop integrative health plans for patients; demonstrate understanding of relevant neuroscience research including neuroplasticity, biomechanics, adaptive behavior patterning, biopsychosocial model, and treatment plans for patients with chronic pain (e.g. rheumatologic conditions, cancer, physical trauma, neurological dis-ease) and frequent co-morbid psychological conditions (e.g. depression, anxiety, post-traumatic stress disorder); and explain the role of central sensitization in chronic pain.

MED 5306. Prevention of Ischemic Event. This two-week elective will cover the outpatient management of cardiovascular risk, ranging from di-agnosis and appropriate control of co-morbidities such as dyslipidemia, hypertension, and diabetes, to the appropriate risk assessment strategy including non-invasive vascular evaluations, to tailored interventions ad-dressing lifestyle and medications. At the conclusion of the two weeks, students will be able to appropriately identify and diagnose cardiovascular risk factors and co-morbidities and determine the strategy for full cardio-vascular risk assessment, including performing non-invasive imaging tests, positioning the patient in a definite ten-year and lifetime cardiovascular risk category, and developing a management plan including proper life-style and pharmacologic interventions based on guidelines, evidence, and standard of care approaches.

MED 5308. Critical Care Medicine Basics. This course is an introduc-tion to the field of critical care medicine. Students in this rotation are ex-pected to become familiar with the physiology and pathophysiology of critical illness and the care of the critically ill patient. Additionally, they will be expected to integrate basic knowledge of pharmacology and physi-ology with clinical care and decision-making across two or more ICUs. An early exposure to the breadth of critical care is imperative for every physician in training, as throughout their career they will be expected to recognize life threatening illness and injury and know the indications for providing care. Additionally, it is important to know the long term sequelae associated with critical illness and the socioeconomics of critical care. The students will be expected to attend ICU rounds and to follow the care of 1-2 patients assigned to them who are admitted to the ICU. In addition, they will be assigned to select faculty daily to present their patient. This will require them to understand the physiology and pathophysiology of the disease process to present a working differential diagnosis. They will also be expected to attend daily teaching sessions with the select faculty based on a pre-determined schedule. This includes synthesizing informa-tion from the electronic medical record, the bedside nurses, the consulting physicians, and the primary team.

MED 5312. Clinical Rheumatology. This is an outpatient service rota-tion designed to immerse the student extern in the evaluation and care of patients with a wide variety of rheumatic diseases. Special emphasis is placed on the patients with rheumatoid arthritis and lupus; however, all of the inflammatory and degenerative connective tissue disorders will be seen and reviewed. There is daily contact with several rheumatologists as well as the entire staff of the Arthritis Center at Vanderbilt Hospital (physi-cal therapy, occupational therapy, patient educator, etc.) The student will observe patient evaluations and treatment methods and will be expected to perform some new patient assessments. At the conclusion of the elec-tive, students will know the most practical and cost effective means of efficiently planning evaluations and treatments. This rotation is especially valuable to students considering primary care and orthopaedics.

MED 5314. Introduction to Palliative Care. Students will rotate through Vanderbilt Medical Center under the supervision of palliative care


specialists. Students will work with the entire multidisciplinary team dur-ing this rotation with the goals of learning to apply the fundamentals in pain and symptom management, communication at the end of life, care of the dying patient, and basics of hospice care. Students will rotate on the consultative services and the palliative care unit during the two-week block. Students will gain exposure to patients throughout the hospital from all disciplines of medicine assisting in symptom management, ad-vanced care planning, and hospice. The medical director for palliative care at Vanderbilt University will supervise and evaluate the students on the basis of the six clinical core competencies as delineated by the ACGME. Creative structuring will allow students to make modifications to the rota-tion to meet individual needs. At the conclusion of the elective, students will be able to gather data as it relates to palliative care; demonstrate use of an interdisciplinary team to optimize patient care; evaluate and man-age common symptoms in palliative care; identify goals of care through communication with families and patients in order to develop a plan of care that includes the patient's wishes, medical situation, and code status; recognize signs and symptoms of impending death; and identify different aspects of suffering in palliative care patients.

MED 5316. Introduction to the Hospital/Medical Consultation. Stu-dents will participate in a multifaceted elective providing an overview of the scope of medical care within the hospital, as well as a more direct experi-ence with general inpatient medicine. Students will join the medical con-sultation team, comprised of an attending +/- senior resident. This team assists non-medical services, such as orthopedics, urology, neurology, etc., with the medical management of their patients. The spectrum ranges from general co-management of complicated medical patients in the peri-operative setting to the management of specific medical questions, such acute hypertension, AKI, hyponatremia, or infections. The team is also of-ten consulted for pre-operative medical assessment and risk stratification. Students will have the opportunity to increase their knowledge of general medicine through evaluating patients, writing consultation and follow-up notes, and presenting patients during rounds. The students will also have a unique opportunity to learn about the team approach to medicine through half-day experiences with physical therapy, pharmacy, and case manage-ment/social work. Additionally, the clinical experience will be augmented by key readings, lectures, and small group sessions/CELA experiences, dur-ing which the students will gain experience in managing general inpatient management of the medical patient through small groups/simulation. At the conclusion of this two-week elective, students will understand the role of inpatient medical consultation; analyze common consultation questions and develop appropriate recommendations to provide to the primary team; apply knowledge of evidence-based, cost-effective, pre-operative risk as-sessment techniques; gain experience in managing the hospitalized medical patient through small group/simulation; and understand the team approach to inpatient care through targeted experiences with ancillary services.

MED 5318. Introduction to Dermatology. This elective course will pro-vide a broad and comprehensive overview of Dermatology in the academ-ic setting, including general, surgical, inpatient, and cosmetic Dermatol-ogy, as well as Dermatopathology and Dermatologic research. This will be achieved through attendance of the aforementioned Dermatology clinics, and inpatient consults, as well as six hours of lectures and grand rounds. Students will also receive one afternoon of instruction in basic and clinical academic Dermatologic research. At the conclusion of the elective, stu-dents will understand the basic language of Dermatology and the integral role that skin plays in both superficial and systemic disease; will under-stand the presentation of common skin cancers as well as treatment; and will understand the fundamentals of clinical and basic science research in academic medicine. Through brief hands-on experience in the lab and through the small clinical research project, students will gain exposure to the building blocks of academic research.

MED 5322. HIV Medicine. Students will get a comprehensive look at the care of HIV patients by experiencing in-depth the complexities of HIV in both the inpatient and outpatient world. The elective involves spending one week at the Vanderbilt Comprehensive Care Clinic (VCCC- Vanderbilt’s outpatient HIV clinic), followed by one week on the inpatient Rogers Infectious Dis-eases service (the inpatient service which serves the majority of HIV-infected individuals). Students will have the opportunity to take histories and perform physical exams, presenting their findings to the attending provider or nurse

practitioner. Content will include lectures, readings, and small group dis-cussions on “hot topics” in HIV. Concepts such as AIDS in the global context, treatment-as-prevention, and pre-exposure prophylaxis will be addressed in these formats, with a focus on epidemiology, pharmacol-ogy, study design, ethical issues, etc. In addition, students will spend time with various members of the HIV care team, including an HIV pharmacist, dietician, clinical pharmacy RNs, case managers, and the clinical trials team highlighting the multidisciplinary nature of HIV care with a focus on pharmacology, nutrition, adherence, psychosocial issues, and clinical tri-als implementation. Students will attend case conferences and will round with the inpatient Infectious Diseases nurse liaison and case manager. At the conclusion of the two-week elective, students will be able to construct or formulate a history from someone living with HIV infection, with a focus on the important physical exam findings, social information, and laboratory values from each patient; describe basic pathogenesis and basic virology of HIV infection; discuss fundamentals about HIV treatment; demonstrate a familiarity with the evidence-based, multidisciplinary approach to HIV care; and explain some of the recent breakthroughs in HIV care and some of the challenges facing the epidemic from a global perspective.

MED 5324. Team-Based Geriatric Care. In this two-week elective, stu-dents will join a team of attending, resident, and interdisciplinary team mem-bers on the Vanderbilt Acute Care for Elderly (ACE) Unit in the mornings. Experiences will include diagnosis and management of geriatric syndromes including falls, delirium, dementia, and transitions of care. Students will be-come acquainted with several patients and present them on rounds. After-noons will consist of geriatric primary care and consult clinics with exposure to geriatric medication management, chronic illness, and home and com-munity-based services. In the second week students will round mornings with the VA Geriatric Evaluation and Management Unit Team, following and presenting selected patients and contrasting VA with Medicare resources. Afternoons will consist of VA Geriatric Consult and Primary Care Clinics, in-cluding a new Patient-Centered Aligned Care Team with a patient-centered medical home model. Relevant handouts and orientation materials will be provided, and students will participate in the ongoing Geriatrics and Pal-liative Care didactic series with rotating residents. At the conclusion of the course, students will be able to perform a functional assessment, contribute to an interdisciplinary team meeting, appreciate the clinical decision tree concept while managing patients with multi-morbidity states, and have an awareness of the array of community and institutional resources required to successfully manage transitions of care for frail elderly.

MED 5326. Health Promotion—Dayani Center. This two-week elective is for students interested in health education and health promotion in clini-cal and outpatient programs. Students will observe and participate in the Cardiac and Pulmonary Rehabilitation Programs at the Dayani Center. Ad-ditionally, they may elect to spend a portion of this elective in the areas of smoking cessation, behavioral health, nutrition, exercise science, or corpo-rate health. An overview of each area not chosen will be provided. Students are expected to spend approximately half of their time in research related to the measurement of clinical outcomes within the rehabilitation program. The format of the elective will include lectures, case discussions, readings, and direct patient contact. A mentor, through a multidisciplinary approach, will guide the student to health promotion. To personalize the experience, students will receive their own fitness assessments, nutritional counseling, stress assessments, and free use of the Dayani Center facilities during the elective. Opportunities to spend time in the Cardiology Clinic or Integrative Health may be available. In addition, students will be trained in EKG inter-pretation by co-supervising 12-lead exercise tests with Dayani staff. At the conclusion of the elective, students will know the fundamental principles of health promotion, understand lifestyle management of common cardiovas-cular diseases, and begin to understand EKG interpretation.

MED 5328. Clinical Medicine Sub-Specialties. In this two-week elec-tive, students will work with sub-specialists in clinics of their choosing in the Department of Medicine. Students will have the responsibility of evalu-ating patients, presenting patients to the attending, and then devising a management plan with the attending. Students are responsible for arrang-ing the clinic half days (minimum 10 half days per 2 week period) with attendings to be approved by the Course Director. At the conclusion of the elective, students have an understanding of the outpatient presenta-tion and management of sub-specialty patient problems, will provide an


efficient patient work-up, and will have familiarity with the care provided to patients in the outpatient clinical setting.

MED 5332. Problems in Hematology. This elective will offer students an introduction to the unique problems of hematology, including anemia, bleeding, thrombosis, transfusions, and hematologic neoplasms, includ-ing lymphoma, leukemia, and myeloma. Didactics will include lectures and a series of articles provided for the rotation. The emphasis will be on di-agnosis and management of patients with hematologic cancers. Students will spend time in Hematopathology, Blood Bank, and clinics, ranging from benign to malignant hematology and transplant. They will also rotate on a malignant hematology inpatient service and the transplant service. Students will be given patient consult cases to guide their learning, and they will be asked to present a written case history and a plan of care, emphasizing hematologic issues, including transfusion needs, antibiotic prophylaxis if needed, therapeutic options, and prognosis. As part of the therapy, other areas to be addressed will be symptom management, side effects of therapy, survivorship, and end of life care and the roll of palliation and hospice. At the conclusion of the two-week elective, students will un-derstand some of the questions to be asked, answers to those questions, what is involved in devising a plan of treatment, and communicating with the patient, recommending a plan of therapy. Students will learn how to discuss not only a therapeutic plan, but also a prognosis.

MED 5334. Intensive Medical Spanish and Culture Immersion. In this two-week elective, students will join a Spanish language medical inter-preter team's observational program at either VUMC or another approved community clinic for 28 hours per week, shadowing the professional in-terpreters in a broad range of clinical services. In addition, this rotation (which includes evening call), will be combined with 12 hours of advanced grammar and medical vocabulary review through classroom work with the course director and supervised, guided self-study through on-line, multi-media medical Spanish programs. Communicative based classroom work will involve patient case presentations (emphasizing language, culture, and medicine), simulated role play of the patient/provider relationship, and readings, films, and discussions of culture, demography, and health care issues with respect to the Latino patient in the U.S. At the conclusion of the two-week elective rotation, students will be able to interview patients in Spanish in a culturally proper manner, take a medical history, conduct a physical examination, give prescription and follow-up instructions, and intervene with medical emergencies with a heightened degree of cultural sensitivity and greater awareness of Latino culture in the context of the Spanish-speaking patient. The students will also gain a greater under-standing of the role of the medical interpreter in the patient/provider dy-namic and how to correctly and effectively work with a medical interpreter, an essential skill of the health care provider working with today's linguisti-cally diverse patient population. Open to M.D. students only. Prerequisite: Spanish language at an intermediate level.

MED 5336. Young Women's Health. This elective will offer students a two-week rotation in the Adolescent and Young Adult Health Outpatient Clinic at 100 Oaks with an Adolescent Medicine attending and residents. This clinic has a patient population that is about 70% female and sees a large number of visits for menstrual and gynecologic issues. Patients are evaluated for primary and secondary amenorrhea, menorraghia, dysfunc-tional uterine bleeding, and dysmenorrhea. Patients are routinely coun-selled on initiation of contraception and are screened for sexually trans-mitted infections. Students will have the opportunity to observe patient encounters with the resident and/or attending and then as they feel more comfortable see the patient first and present them to the attending in or-der to jointly form a plan of care for that patient. At the conclusion of the two-week elective rotation, the student will be able to take a thorough menstrual history and formulate a brief assessment and plan based on presenting complaints/concerns. The student will also feel comfortable taking a sexual history and become more comfortable with various contra-ceptive options. In addition, the student will review the adolescent specific laws on confidentiality as they pertain to young women's health issues.

MED 5350. History of Medicine. This course covers medical history from the Ancient Near East to the present. The course directors give the first few lectures for background; subsequent class meetings consist of guest lectures and reports by the students. Each student writes a paper

or book review on a chosen aspect of medical history. The students who complete this course will be on their way to becoming humanistic physi-cians who understand where their profession has been and where it may be going. First and second year.

MED 5430. Rheumatology Clinical Outcomes Research. The re-search will focus on analysis of patients seen at Vanderbilt with a particular rheumatic disease (e.g., ankylosing spondylitis, polymyalgia rheumatica), chosen with the student, to recognize variables which predict good or poor outcomes in specific patients. The research program will involve extensive review of patient records and entry of data into the Vanderbilt Rheumatology data base. Student participation in data analysis is encour-aged. Fall 2008 elective areas include clinical research in rheumatic dis-ease (Dr. Boomershine) and genetics of autoimmune diseases (Dr. Aune). Contact the faculty directly for more information. First and second year.

MED 5555. Geriatric Medicine. The intent of this course is to provide students with an advanced educational experience in geriatric medicine. Students will gain familiarity with multiple geriatric syndromes: polyphar-macy, gait instability, dementia, fragility, pain management, pressure sores, incontinence, osteoporosis; appreciation for continuity of care across dif-ferent levels of care; and the ability to differentiate between normal aging and disease processes. Students' knowledge of ethical issues will also be enhanced including patient autonomy, driving, and elder abuse. Stu-dents will also be able to identify and use community resources effectively, assess and treat multiple geriatric syndromes, organize management of multiple acute and chronic diseases simultaneously, and communicate sensitively and effectively with older persons and caregivers. Prerequisite: Medicine 5020. Fourth year.

MED 5610. Clerkship in Clinical Nephrology. Students will participate in daily rounds with the nephrology attending, the nephrology fellow, and the medical resident assigned to the Vanderbilt Hospital nephrology ser-vice. Patients with various clinical disorders including fluid and electrolyte abnormalities, acid-base disturbances, glomerular diseases, and distur-bances of renal function, including acute and chronic renal failure, will be seen and discussed. Students will have the opportunity to perform renal consults and present patients to the rest of the rounding team. Frequently, the nephrology service is requested to perform emergency consultation which requires acute hemodialysis or acute plasmapheresis. Students may participate in these acute consultations and develop an understand-ing of renal emergencies. This elective is designed to give the fourth-year student significant experience in practical clinical nephrology and prepare him or her for future house staff training. Prerequisite: Medicine 5020. Fourth year.

MED 5611. Subinternship in Medicine, VU. A student may serve as a clerk on the Vanderbilt medical service otherwise staffed by attending physicians, one assistant resident, and one regular intern. Approximately three to four selected new patients per week will be assigned for initial evaluation and continuing care. The format provides an excellent oppor-tunity to work closely with members of the clinical faculty in caring for patients with interesting diagnostic and management problems. The pa-tients assigned will be selected for their teaching value, and the student will function as the sub-intern under the direct supervision of the assistant resident and attending physician. Rotations on in-patient cardiovascular, medical subspecialties, and general medicine are available. Prerequisite: Medicine 5020. Fourth year.

MED 5613. Subinternship in Critical Care Medicine, VU. This course is a four-week subinternship in multidisciplinary critical care medicine from the perspective of internal medicine. The student will be expected to fulfill much of the role of a junior level house officer, but will be closely super-vised by interns, residents, and a senior critical care fellow, as well as a critical care attending. The unit is a very active critical care facility which manages a wide variety of medical emergencies using extensive moni-toring and support equipment. The emphasis is on pulmonary disease, infection, and renal dysfunction, but covers all aspects of critical illness, including endocrinology, nutritional support, cost containment, and ethi-cal issues. Teaching rounds are given daily, and these are supplemented with didactic lecture-discussions several days each week. Prerequisite: Medicine 5020. Fourth year.


MED 5616. Subinternship in Medicine, VAH. The form of this clerkship is a substitute internship on the Veterans Administration Hospital medical wards, working in concert with the house staff team (assistant resident, in-tern, and one or two third-year medical students). The substitute intern will be assigned one or, rarely, two new patients each admitting day and will be responsible for their care under the direction of the assistant resident. The substitute intern's patients will not be worked up by the regular intern. The student will be expected to attend all of the functions and keep the same hours as the house staff. This should provide an intensive experi-ence in ward medicine. Prerequisite: Medicine 5020. Fourth year.

MED 5619. Subinternship in Critical Care Medicine, VAH. This sub-internship at the Veterans Administration Hospital is intended to expose medical students to a variety of important management issues in critical care medicine. The student should have prior general ward experience in medicine and surgery. The student will function in the combined ICU/CCU as a sub-intern under the supervision of a medical resident, a pulmonary/cardiology fellow, and both an intensive care unit and a cardiology attend-ing. The student will actively participate in both general medical intensive care and cardiac intensive care rounds. The student will have an every-third-night in-house call schedule and will work directly with two residents and interns. During the rotation, the student will learn how to evaluate complex critically ill patients and formulate diagnostic and therapeutic plans. The student will become familiar with the principles and techniques of invasive and non-invasive monitoring. Major areas which are stressed include ICU and CCU pharmacology, airway management and mechani-cal ventilation, fluid/electrolytes management, nutritional intervention, and ICU ethics. Prerequisite: Medicine 5020, Surgery 5020. Fourth year.

MED 5620. Clerkship in Gastroenterology, VU. This clerkship offers a broad experience in all clinical phases of gastroenterology including dis-eases of the hepatobiliary system and pancreas. Seminars, rounds, and evaluation of current literature are regularly scheduled. Students will be ac-tively involved in in-patient consultation and out-patient clinics. Exposure to gastrointestinal endoscopic techniques will be available. Prerequisite: Medicine 5020. Fourth year.

MED 5621. Clerkship in Gastroenterology, VAH. This clerkship at the Veterans Administration Hospital offers a broad experience in all clinical phases of gastroenterology including diseases of the hepatobiliary system and pancreas. Seminars, rounds, and evaluation of current literature are regularly scheduled. Individual instruction in sigmoidoscopy as well as ex-posure to other more specialized gastrointestinal techniques are available. Prerequisite: Medicine 5020. Fourth year.

MED 5622. Clerkship in Hepatology. This clerkship offers a broad experience in diagnosis and management of patients with liver disease. Students participate actively in liver service activities and attend all didac-tic teaching sessions within the Division of Gastroenterology. Exposure to outpatient consultative and continuing care is emphasized. In addition, students will make hospital rounds daily with the attending hepatologist. Prerequisite: Medicine 5020. Fourth year.

MED 5635. Clerkship in Bone Marrow Transplant. For one month the student will participate in the activities of the bone marrow transplant service, including Tuesday and Thursday clinics, Monday teaching con-ferences, daily morning work/teaching rounds with the medical house staff, and other teaching conferences with the house staff. This elective is designed to provide in-depth experience with respect to the selection of patients for transplant procedures as well as with the management of transplant problems. Prerequisite: Medicine 5020. Fourth year.

MED 5645. Clinical Nutrition and Metabolic Support. The Adult Nu-trition Support Team, housed in the Vanderbilt Center for Human Nutri-tion, serves as a consultation service for patients who require parenteral and enteral nutrition at VUMC. Initial comprehensive consultation and follow-up care provide guidance in appropriate patient selection, de-termination of nutrient requirements and type of nutrition support, and ongoing clinical management to prevent complications and achieve nutri-tional goals. Typical patients include those who are critically ill with major abdominal surgery or trauma and those with serious underlying gastro-intestinal disease. It is not unusual to see patients with life-threatening malnutrition. Students who choose this elective will participate as active

members of the multidisciplinary consult team. The student will learn nu-trition assessment methods and the skills to translate assessment find-ings into appropriate nutrition support interventions. Exposure will include intravenous and tube feeding interventions. Skills for typical prescription and monitoring of the nutrition support patient will be taught including macronutrient, fluid, electrolyte, acid-base, and glucose management. The student will have the opportunity to follow individual patients from initial consultation to daily follow-up care. There will be an opportunity to participate in the home malnutrition clinic as well. Prerequisite: Preclinical curriculum. Fourth year.

MED 5650. Clerkship in Patient-Oriented Research. The Clinical Re-search Center is a combined inpatient/outpatient facility drawing patients from all divisions of Vanderbilt Hospital. Many of the most important dis-coveries pertaining to patient care are made in such a setting. Most of the patients have complicated disease presentations. Students have the op-portunity to experience both basic and translational research in a clinical setting. Regular attending rounds will be made with the house staff and investigators, and there will be an opportunity for the student to partici-pate in the evaluation of patients and conduct patient-oriented research. Prerequisite: Medicine 5020, Surgery 5020, Pediatrics 5020. Fourth year.

MED 5660. Clerkship in Pulmonary Diseases, VAH. Students partici-pate in an active inpatient pulmonary consult service (8-12 consults per week, 4-8 bronchoscopies per week) where they evaluate and present patients and review chest x-rays, chest CT scans, and pulmonary function tests on a daily basis. Clerks acquire skills in the work-up and manage-ment of common pulmonary problems including hypoxemia, pulmonary emboli, acid-base disturbances, CXR abnormalities, obstructive and re-strictive lung diseases, infection, and neoplasm. Students also have the opportunity to be involved with outpatient evaluation and work-up of lung masses and participate in a weekly interdepartmental chest cancer con-ference. Other activities include weekly pulmonary clinic at the VA, weekly physiology/pathophysiology lectures, and weekly clinical case conference. Prerequisite: Medicine 5020. Fourth year.

MED 5670. Clerkship in Renal Pathophysiology, VAH. This clerkship offers active participation in the evaluation of patients with kidney disease and fluid-electrolyte imbalance, in acid-base disorders, and in renal-electrolyte rounds, as well as experience in the hemodialysis program for acute and chronic renal failure. Plasmapheresis patients will also be seen as a part of the rotation. Students will see consults and also manage ne-phrology inpatients. Prerequisite: Medicine 5020. Fourth year.

MED 5680. Clerkship in Infectious Diseases. During the clerkship, the students will evaluate patients with infections as part of the infectious dis-eases consult service at VU Hospital. They should gain competence in diagnostic skills and in the management of infected patients, including choice and use of antibiotics. Special emphasis will be placed on under-standing the epidemiology, pathophysiology, and natural history of infec-tious diseases. Students will be active participants in the management and follow-up of patients and will attend regularly scheduled rounds, con-ferences, and seminars of the Infectious Diseases Division. Prerequisite: Medicine 5020. Fourth year.

MED 5691. Subinternship in Cardiovascular Critical Care, VU. The student will actively participate in the management of critically ill cardiology patients hospitalized in the Cardiovascular Intensive Care Unit. Duties will include the management of patients with (1) cardiogenic shock and acute heart failure, (2) complicated myocardial infarction, (3) complex percuta-neous coronary and valvular intervention, (4) pulmonary arterial catheters and continuous hemodynamic monitoring, (5) ventricular support devices, (6) mechanical ventilation, and (7) cardiac arrhythmias. The student will work closely with the on-call medical resident and CVICU fellow and be expected to write an admission history and physical examination and daily progress notes and present patients followed on daily work rounds to the entire team. The rotation will provide a significant "hands-on opportunity" for medical students to participate in the management of critically ill pa-tients. Prerequisite: Third year core clerkships. Fourth year.

MED 5710. Clerkship in Rheumatology Center. This is an outpatient service rotation designed to immerse the student extern in the evaluation and care of patients with a wide variety of rheumatic diseases. Special


emphasis is placed on the patients with rheumatoid arthritis and lupus; however, all of the inflammatory and degenerative connective tissue dis-orders will be seen and reviewed. There is daily contact with several rheu-matologists as well as the entire staff of the Arthritis Center at Vanderbilt Hospital (physical therapy, occupational therapy, patient educator, etc.) The student will observe patient evaluations and treatment methods and will be expected to perform some new patient assessments. Emphasis is placed on learning the most practical and cost effective means of ef-ficiently planning evaluations and treatments. This rotation is especially valuable to students considering primary care and orthopaedics. Prereq-uisite: Preclinical curriculum. Fourth year.

MED 5730. Clerkship in Clinical Cardiology. This consultative cardiol-ogy experience was restructured in 2005 to offer new learning opportu-nities for medical students wishing to refine their skills in cardiovascular diagnosis. It provides both inpatient encounters and personalized instruc-tion in physical diagnosis and EKG reading. The student will see new pa-tients in consultation with cardiology faculty at Vanderbilt and at the VA Hospital. A highlight of the experience is a private weekly patient presen-tation to--and examination of the patient with--a senior cardiac physician at Vanderbilt. The student will be instructed in the use of a heart sound simulator which has been demonstrated to improve physical diagnosis skills. Eight didactic sessions on EKG interpretation are provided during the four-week rotation. Finally, weekly conferences to attend include: Clini-cal Cardiology (2), Echocardiography, Nuclear Medicine, and Cardiology Grand Rounds. Prerequisite: Medicine 5020. Fourth year.

MED 5735. Palliative Care. Students will rotate through VUMC, the VA Hospital, and Alive Hospice under the supervision of palliative care specialists. Students will follow their own patients and work with an in-terdisciplinary team (IDT). This opportunity will allow students to learn and apply the fundamentals in pain and symptom management, how to communicate at the end of life, care of the dying patient, and hospice. Students will spend roughly three weeks at VUMC and the remainder of time equally at the VA Hospital and Alive Hospice. At VUMC and the VA Hospital, students will work with the inpatient consultative team and see patients throughout the hospital from all disciplines of medicine assisting in symptom management, advanced care planning, and hospice. In addi-tion at VUMC, students will have the opportunity to rotate on the inpatient palliative care unit. At Alive Hospice, they will accompany members of the IDT on home visits and learn more about their various roles in end of life care. In addition, students will spend time on the inpatient hospice units. The medical director for palliative care at Vanderbilt University will supervise and evaluate the students on the basis of the six clinical core competencies as delineated by the ACGME. Creative structuring will allow students to make modifications to the rotation to meet individual needs. Prerequisite: Preclinical curriculum. Fourth year.

MED 5737. Palliative Care: Hospice. This semester-long elective for first- and second-year students provides the opportunity to spend time at Alive Hospice, under the direction of the medical director, rounding in their inpatient hospice residence (a free standing, independent, thirty-bed hos-pice facility). Students will be exposed to a variety of patients (age, cancer and non-cancer diagnoses, AIDS, differing symptom management chal-lenges, etc.), and will have the opportunity to interact with patients, fami-lies, and interdisciplinary staff. It is intended to expose the student to this specific paradigm of care at the end of life, enhancing awareness of the reality of the dying process, the importance of hospice philosophy, and the integration of an interdisciplinary team concept, and to provide a "take home" symptom management protocol. Students will develop a deeper skill in communication and benefit from the continuity of understanding end of life issues and symptom management. First and second year.

MED 5740. Clerkship in Pulmonary Consultation. This course consists of seeing all pulmonary consultations at VU Hospital, presenting the cases to conferences and rounds, participating in pulmonary laboratory testing, fiberoptic bronchoscopy, and pleural biopsy procedures, and attending joint pulmonary conferences. Prerequisite: Medicine 5020. Fourth year.

MED 5760. Clerkship in Rheumatology. Time will be spent primarily in Rheumatology clinic at The Vanderbilt Clinic and the VA Hospital. Stu-dents will have an opportunity to be involved in the consultation from the hospital with the rheumatology team at VUMC and VAH. Students will

have an exposure to several clinics with different rheumatologists each day, and they will observe patient evaluations and treatments. Materials for study will be given. There will be an expectation from a student to perform patient assessment especially in terms of history taking and physical ex-amination focusing in rheumatology. Students will have an opportunity to attend all rheumatology conferences, in both clinical and research meet-ings. Prerequisite: Preclinical curriculum. Fourth year.

MED 5770. Clerkship in Clinical Endocrinology. This elective is de-signed to afford students an intensive experience with both inpatients and ambulatory patients. The student will be a member of the inpatient endo-crine consultation team, which consists of an endocrinology staff physi-cian, a fellow, and residents. Students will work up assigned patients, dis-cuss them with other members of the team, and follow them throughout hospitalization. The focus will be on diagnostic and therapeutic decision making for hospitalized patients. In addition, the student will attend a va-riety of endocrine and diabetes clinics, including clinics with special em-phasis on pituitary disorders, thyroid-parathyroid disease, and ambulatory diabetes management. Prerequisite: Medicine 5020. Fourth year.

MED 5780. Subinternship in Medical Oncology. This subinternship will provide the student with a broad overview of clinical oncology. Inpa-tient exposure will be centered at Vanderbilt Hospital, where the student will assist the oncology fellow in the evaluation of new oncology service admissions and new consultations. The student will make morning rounds and present new cases to the oncology attending. In addition to inpatient exposure, the student will attend two to three outpatient clinics per week and see patients with the oncology attendings. During the rotation, the student will also attend the Division of Oncology conferences at Vanderbilt. Prerequisite: Medicine 5020. Fourth year.

MED 5785. Subinternship in Hematology-Oncology. The student will function alongside interns the primary caretaker for up to 5 patients on the malignant hematology service. S/he will perform histories and physicals and formulate plans for those patients with the advice and assistance of other members of the team. The patients are usually complex with prob-lems in multiple organ systems. The student will become familiar with the common hematologic malignancies and their management, in particular AML, ALL, aggressive lymphoma, and myeloma. Management issues in-cluding pain control, management of mucositis, and empiric coverage of neutropenic fever will be emphasized. Clinical trial design and execution will be discussed.

MED 5790. Clerkship: Clinical Dermatology. This elective will be cen-tered on teaching in the out-patient setting with direct faculty interaction. The location of clinic assignments will be in the VU Dermatology Clinic at Vanderbilt One Hundred Oaks, the Nashville VA Hospital, and the VU pedi-atric dermatology clinic in the Vanderbilt Doctors' Office Tower. There will be participation in weekly conferences specifically for the rotators on the clerkship. The didactic lectures during the month will focus on the identi-fication, treatment, and management of common dermatologic diseases. The clinical experience will reinforce the lectures plus give insight into the role of the dermatologist as a consultant for less common and difficult to treat conditions. Rotations in July require special permission. Fourth year.

MED 5820. Spirituality in Medicine. Weekly one-hour meetings with journal club format. Articles will represent diverse faiths and points of view. Goals will be to develop broad-based, universal definition of spirituality and to explore the impact of spirituality in health, disease, and treatment. Also will discuss death, dying, and diversity issues. First and second year.

MED 5825. Clerkship in Medical Ethics. This course offers an op-portunity to create an individualized learning experience in medical ethics. Activities during the four-week elective may include directed readings, re-search, and participation in ethics consultations, as well as attendance at relevant lectures and case conferences. A final project will be required for presentation to the members of the Center for Biomedical Ethics and So-ciety. Approval required. An individualized learning plan must be submit-ted at least one month prior to the start of the month's rotation. Available September, November, January, February, and April. Fourth year.

MED 5910. Preceptorship at Siloam Family Health Center. The ob-jective of this elective is to expose second-year medical students to clini-cal health care at a community clinic. Students will visit the Siloam Family


Health Center once a week during its hours of operation (Monday, 6:00-8:00 p.m., Thursday, 6:00-8:00 p.m., or Saturday, 10:00 a.m.-noon). Dur-ing their visits, students will shadow a physician. They may also have the opportunity to help in history taking and physical diagnosis. Second year. Prerequisite: Completion of first-year curriculum.

MED 5930. Clerkship in Health Promotion. Monthly elective for one student interested in health education and health promotion in clinical and outpatient programs. The student will observe and participate in the Car-diac and Pulmonary Rehabilitation Programs at the Dayani Center. Ad-ditionally, the student may elect to spend a portion of this elective in the areas of smoking cessation, behavioral health, nutrition, exercise science, or corporate health. An overview of each area not chosen will be pro-vided. Students are expected to spend approximately half of their time in research related to the measurement of clinical outcomes within the rehabilitation program. The format of the clerkship will include lectures, case discussions, readings, and direct patient contact. A mentor, through a multidisciplinary approach, will guide the student to health promotion. To personalize the experience, students will receive their own fitness as-sessments, nutritional counseling, stress assessments, and free use of the Dayani Center facilities during the clerkship month. Students will be involved in a one-day a week clinic at Vanderbilt Heart and Vascular Insti-tute under the direction of a physician. In addition, students will be trained weekly in EKG interpretation by co-supervising 12-lead exercise tests with Dayani staff. It is advised that students contact the course instructor prior to clerkship. Prerequisite: Preclinical curriculum. Fourth year. Not offered in December.

MED 5940. Rheumatology Clinical Research. Students will be given a topic within a long-term data base of patients with rheumatic disease for intensive investigation during a one-month period. The student will be ex-pected to acquire skills in outcome research. The possibility of participat-ing in this elective for two months may be considered. Requires a Special Study Research Petition. Fourth year.

MED 5960. Clerkship in Clinical Hematology. For one month, the student will participate in the daily clinics of the hematology service. Ad-ditionally there is an opportunity to attend the rounds of the malignant hematology service and/or the benign hematology service at Vanderbilt University Hospital. The student will be able to attend clinical conferences. This clinical elective is designed to provide a broad in-depth exposure to both benign and malignant hematology under the direct supervision of the hematology faculty. Prerequisite: Medicine 5020. Fourth year.

MED 5970. Fundamentals of Quality Improvement Full-Year Elec-tive. The Fundamentals of Quality Improvement (QI) in Health Care full-year elective provides senior students with an opportunity to gain foundational knowledge of QI and patient safety principles in health care. Students will participate in an elective course offered to students from the schools of Medicine, Management, Nursing, and Education that runs weekly from January through April. The course will challenge students to think in an in-terdisciplinary manner about models and team-building strategies for lead-ing QI initiatives in a variety of organizational settings. Students will form interdisciplinary teams to complete a final group project. Students will also complete the IHI Open School online certificate. Fourth year.

MED 6100. Special Clinical Study—Vanderbilt. Each student arranges an independent study with a mentor and completes a period of clinical work. Approval required.

MED 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

MED 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

MED 7100. Special Clinical Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

MED 7150. Special Research Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.

Microbiology and ImmunologyMICR 5020. Microbiology and Immunology. This course provides a comprehensive course of microbiology and immunology encompassing the molecular cell biology of microbial agents and the immune system, review of pathogenic bacteria, viruses, fungi, protozoa, and parasites. The course consists of lectures, conferences, and laboratory sessions and problem-based small group discussions focused on different pathogen-host relationships. Required First Year.

MICR 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

MICR 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

NeurologyNEUR 5020. Neurology Core Clerkship. The rotating students of the third-year class are alternately assigned to two 2-week (total=4 weeks) ro-tating blocks of clinical neurology inpatient and outpatient experience. Stu-dents are given direct responsibility for the evaluation and care of patients under the supervision of house staff and faculty. This exposure is intended to provide the students with an approach to patients with diseases of the central, peripheral, and autonomic nervous systems and skeletal muscles. At the end of the rotation, students will take the NBME exam. Departmen-tal recognition is given to the highest NBME score. Exposures to other ar-eas of neurology can be arranged; talk to the clerkship director. Third year

NEUR 5310. Neurosciences in Clinical Care. The overall goal of this elective is to have students apply their knowledge of anatomy, physiol-ogy, and pharmacology to the presentation and management of com-mon neurological disorders. The students will have dedicated orientation and didactic sessions to review their experience and knowledge. Each will have a set of self-study exercises which will be reviewed with their dedicated mentor. Students will participate as active team members in several settings including the neuro care unit (NCU) and in the operat-ing rooms with the neuro anesthesia and surgical teams. At the end of the two-week rotation, the students will demonstrate a focused history and physical exam of a neurological patient. They will be able to state the pathophysiology of the most common presenting neurological condi-tions such as raised intracranial pressure, seizures, or strokes including common methods of diagnosis. They will be able to present the patient and, based on their knowledge of CNS physiology, formulate a basic plan for medical or surgical management. In addition, students will understand how the care of these patients (nursing, monitoring, and pharmacology) differs from other medical conditions and the role of each specialty in the care of these patients.

NEUR 5315. Movement Disorders and Deep Brain Stimulation. The overall goal of this elective is to immerse students in the evaluation and treatment of patients with movement disorders. Students will spend time with these unique patients from diagnosis to advanced stages. The elec-tive will include brief didactics on the most commonly followed disorders including Parkinson¿s disease and Essential Tremor. Clinical time will be spent in the Neurology clinic diagnosing and medically treating patients. Students will be involved in the selection of patients for surgical interven-tion. In the operating room, student will participate in all stages of deep brain stimulation (DBS) surgery from the Neurology, Neurosurgery, and Neurophysiology perspectives. Students will assist with post-operative DBS programming. Additional time will be spent working closely with Nuerosurgery in planning surgeries. Students may also attend the multi-disciplinary DBS conference which occurs once a month. At the end of the two-week rotation, the student will feel confident in the presentation, examination, diagnosis, and treatment options for patients with movement disorders. Students will be expected to demonstrate a focused history and neurologically focused physical exam and will be able to articulate the indication for DBS, expected benefit, and potential risks.


NEUR 5611. Neurology Consultation Service, VAH. Students are as-signed to the consultation service where they are responsible for working up and following patients under the supervision of the Veterans Admin-istration Hospital chief neurology resident and faculty. This rotation pro-vides the student with opportunities to evaluate patients with neurologic complications of medical, surgical, and psychiatric disease. Prerequisite: Neurology 5020. Fourth year.

NEUR 5612. Clerkship in Neurology. Senior students will evaluate neu-rological consultations at VU Hospital and The Vanderbilt Clinic under the supervision of residents and faculty. Opportunities to participate in EEG, EMG, ultrasound, sleep studies, botox injections, and others are available upon request. Prerequisite: Neurology 5020. Fourth year.

NEUR 5613. Clerkship in Pediatric Neurology. Senior students will evaluate neurological consultations at VU Hospital and participate in pedi-atric neurology outpatient clinics at Vanderbilt Children's Hospital. Prereq-uisite: Pediatrics 5020, Neurology 5020. Fourth year.

NEUR 5614. Clinical Neuro-oncology. Students will see consults and admissions to VUH and VAMC with cancer of the nervous system and neurological complications of cancer. They will also attend pediatric neu-ro-oncology clinic one morning per week and will have the opportunity to follow neurosurgical neuro-oncology patients before, during, and after surgery. Prerequisite: Neurology 5020. Fourth year.

NEUR 5620. Subinternship in Stroke. This is a four-week rotation in which the student will take supervised primary care of 5-6 patients on the VUMC Stroke Service, reporting directly to the resident and attending. The student will also have an opportunity to see stroke patients at the Vander-bilt Stallworth Rehabilitation Hospital and in stroke outpatient clinics. The rotation also includes participation in stroke research protocols, learning about diagnostic procedures such as MRI and CT imaging, carotid and transcranial Doppler ultrasound studies, and other laboratory tests. Pre-requisities: Neurology 5020, Medicine 5020. Fourth year.

NEUR 5655. Subinternship in Neurocritical Care. The comprehensive and collaborative care of a wide range of critically ill patients that have primarily life- or organ-threatening diseases or injuries to the brain, spi-nal cord, peripheral nerves, or muscles. There will be exposure to a wide range of medical and surgical clinical problems such as hypertension, vas-cular disease, respiratory dysfunction, fluids and electrolytes, acid-base, COPD, diabetes mellitus and insipidus, myocardial dysfunction, cardiac dysrhythmias, pancreatitis, end-of-life care, infectious issues, airway man-agement, ICU pharmacology, etc. There will be exposure to the standard, pertinent, and evidence-based issues relevant to intensive care manage-ment. These may include mechanical ventilation, vascular cannulations, point-of-care ultrasonography, resuscitation, neuroprotection, nutritional issues, etc. The opportunity to go to the OR with the assigned patients, for their neurosurgery and/or anesthesiology is available and encouraged. The students will have all associated clinical responsibilities and will partici-pate in all the usual house-staff (interns, residents, and fellows) activities, including procedures, lectures (including the monthly ethics rounds), pa-tient care, diagnosis, and management. Students are expected to attend the Fundamentals of Critical Care Support course (FCCS) lectures and take the exam for FCCS certification at the end of the rotation. 100 per-cent commitment is required. No overnight call, but may need to stay late. One day off per week. Satisfies the surgical subinternship requirement. Prerequisite: Third year core clerkships. Fourth year.

NEUR 6100. Special Clinical Study—Vanderbilt. Each student arrang-es an independent study with a mentor and completes a period of clinical work. Approval required.

NEUR 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

NEUR 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

NEUR 7100. Clinical Study—Non-VU. Each student arranges an inde-pendent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

NEUR 7150. Special Research Study—Non-VU. Each student ar-ranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.

Non-Medical StudiesNMED 6200. Special Study—Pre-Clinical. Students who are approved to take a course in another school at Vanderbilt are registered for a non-medical elective credit. Approval required. First and second year.

Obstetrics and GynecologyOBGN 5020. Obstetrics-Gynecology Core Clerkship. Each member of the third-year class is assigned to the obstetrics and gynecology service for five-and-one-half weeks. Vanderbilt University Hospital. Each student will spend two-and-one-half weeks on the obstetrical rotation. While on the maternal-fetal service this will include daily attending rounds and in-volvement with the maternal-transport service. Students will also be as-signed to the perinatal group practice service. In addition to being involved on labor and delivery, students will help manage obstetric patients who are followed in the Vanderbilt Clinic. Each student will spend two-and-one-half weeks on gynecology. Each student will spend one-half day per week in continuity clinic, one-half day in colposcopy clinic, and one-half day in clinical transaction project. Daily teaching rounds are conducted by the GYN oncologists. The general gynecology service provides exposure to the medical and surgical management of patients seen at the Gynecology Clinic. The two-week rotation at Baptist Hospital provides excellent ex-posure to operative gynecology and to gynecology in the private practice setting. In addition, students are encouraged to observe surgical cases performed by the reproductive endocrinology service. The five-and-one-half-weeks rotation provides a broad based introduction to the discipline of obstetrics and gynecology. Included in the rotation is a lecture series given by the faculty covering general obstetrics, high-risk obstetrics, gy-necologic oncology, reproductive endocrinology, and general gynecology.

OBGN 5425. Reproductive Health and Sexuality. This course is intend-ed to give students a broad overview of reproductive health issues. Topics will include sexual function and dysfunction, contraception, infertility, STDs, sexual differentiation, ethics, and medico-legal issues. Classes will generally consist of interactive lectures and case discussions. This course needs a minimum of five students to be offered. First and second year.

OBGN 5620. Clerkship in Maternal/Fetal Medicine. During this rota-tion, the student receives advanced training in high-risk obstetrics at the student level. Students help to direct both the antepartum and postpar-tum care of several complications of pregnancy, including preterm labor, PPROM, and pregnancy-induced hypertension. By the end of the rotation, the student should be familiar with the main complications of pregnancies, be confident in delivering directed and concise patient assessments and treatment plans, and have mastered the mechanisms of normal labor and delivery. Specific learning activities include daily morning obstetrical teach-ing rounds; attendance in obstetrical clinic, with additional time spent in diabetic clinic, obstetrical ultrasound clinic, and the clinics of several MFM attendings; weekly fetal monitor conference; bimonthly obstetrical ultra-sound conference; and overnight call on labor and delivery suite. Learning resources include one-on-one interactions with the obstetrical house staff and attendings access to current obstetrical texts and journals, and teach-ing conferences. Prerequisite: OBGN 5020. Fourth year.

OBGN 5620. Subinternship in Maternal Fetal Medicine. During this rotation, the student receives advanced training in high-risk obstetrics at the student level. Students help to direct both the antepartum and postpar-tum care of several complications of pregnancy, including preterm labor, PPROM, and pregnancy-induced hypertension. By the end of the rotation, the student should be familiar with the main complications of pregnancies, be confident in delivering directed and concise patient assessments and treatment plans, and have mastered the mechanisms of normal labor and delivery. Specific learning activities include daily morning obstetrical teach-ing rounds; attendance in obstetrical clinic, with additional time spent in diabetic clinic, obstetrical ultrasound clinic, and the clinics of several MFM


attendings; weekly fetal monitor conference; bimonthly obstetrical ultra-sound conference; and overnight call on labor and delivery suite. Learn-ing resources include one-on-one interactions with the obstetrical house staff and attendings, access to current obstetrical texts and journals, and teaching conferences. Prerequisite: OBGN 5020. Fourth year.

OBGN 5640. Clerkship in Reproductive Endocrinology and Infertil-ity. During this rotation, the student receives training in the management of gynecologic endocrine and infertility patients. The student participates in the evaluation and management of women with gynecologic endocrinolo-gy problems and the infertile couple, including hysterosalpingography and sonohysterography, and assists in their operative care, which includes experience in advanced laparoscopic techniques. By the end of the rota-tion, the student should be familiar with the diagnosis, evaluation, and treatment of the common causes of infertility, and the evaluation of other gynecologic endocrine disorders. Specific learning activities include atten-dance in the REI Clinic and patient management discussion; assistance with the operative cases of the service, with attention paid to the preop-erative evaluation, as well as the postoperative management; observation of vaginal ultrasound, including follicular monitoring associated with ovar-ian stimulation; and attendance at the weekly reproductive endocrinology and infertility seminar. Prerequisite: OBGN 5020. Fourth year.

OBGN 5645. Subinternship in Benign Gynecology. During the rota-tion, the student will receive both didactic and clinical training, as well as practical experience in the diagnosis and management of a breadth of am-bulatory and surgical gynecologic problems. The student will participate in office and preoperative evaluation, in addition to ambulatory and surgical management of patients. The student will be expected to attend didactic lectures and seminars of the ob-gyn department and prepare a presenta-tion on a topic of interest to be determined in consultation with one of the attending faculty. Prerequisite: OBGN 5020. Fourth year.

OBGN 5650. Subinternship in Gynecologic Oncology. During this ro-tation, the student receives training in the management of gynecologic on-cology patients. The student participates in the evaluation and treatment of patients, gaining experience in surgery, colposcopy, pathology, chemo-therapy, and radiation techniques. By the end of the rotation, the student should be familiar with the staging of different gynecologic malignancies, common treatment modalities, and important prognostic factors affecting survival. In addition, the student will be exposed to the immediate post-operative care of the acutely ill patient. Specific learning activities include pre- and postoperative care of the oncology surgical patient; assistance in the operative cases on the service; and attendance in the private clinics of the oncology attending. Prerequisite: OBGN 5020. Fourth year.

OBGN 5660. Subinternship in Urogynecology: Female Pelvic Medi-cine and Surgery. During this rotation, the student receives training and practical experience in the diagnosis and management of pelvic floor de-fects and dysfunctions. The student will participate in preoperative evalu-ation, surgery, and postoperative follow-up of operative cases. In addition, there will be exposure to conservation treatment including pelvic floor re-habilitation and insertion/management of pessaries. History and physician exam of pelvic floor defects are also emphasized. Prerequisite: OBGN 5020, Medicine 5020, Surgery 5020. Fourth year.

OBGN 6100. Special Clinical Study—Vanderbilt. Each student arrang-es an independent study with a mentor and completes a period of clinical work. Approval required.

OBGN 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

OBGN 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required. First and second year.

OBGN 7100. Special Clinical Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

OBGN 7150. Special Research Study—Non-VU. Each student ar-ranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.

Ophthalmology and Visual SciencesOPH 5260. The Eye as a Sentinel of Systemic Disease. Virtually ev-ery systemic disorder can result in ocular manifestations. Regardless of area of specialization, physicians will encounter patients with eye com-plaints. Distinguishing between benign conditions and those eye signs which herald serious systemic disease can be critical. This elective will be structured as a problem-based approach in which students participate in the differential diagnosis. The course will also familiarize the student with the distinguishing features of many eye disorders. Following the course, students will be able to recognize common ophthalmic conditions and understand the significance of many visual symptoms and eye findings. First and second year.

OPH 5320. Introduction to Ophthalmology. Students will join a team of attending and resident physicians on the Ophthalmology service at Vanderbilt Hospital. Ophthalmology involves working as a consultant and primary care physician to patients both in the hospital and in the clinics. Reasons for consultation requests vary, but common requests include retinal disease, glaucoma, infectious diseases, trauma, and congenital anomalies. There will be six choices of subspecialty services on which the student may rotate over the two weeks. These include retina, glaucoma, cornea, oculoplastics, neuro-ophthalmology/consults, and pediatrics. At the conclusion of the two-week elective, students will be able to take an ophthalmology history and physical examination, arrive at a diagnosis, and understand treatment plans. Additionally, students will have familiarity with evidence-based approaches to care and the role of an ophthalmology surgeon in a teaching hospital.

OPH 5610. Clerkship in Ophthalmology. An intensive clinical experi-ence in ophthalmology which includes inpatient, outpatient, and operating room assignments. There is one-to-one supervision by the resident staff and Ophthalmology Department staff. At the completion of this clerkship, the student should have mastered all basic ophthalmologic exam tech-niques including visual acuity, external exam, slit lamp examination, oph-thalmoscopy, and visual fields. Students must receive pre-approval from the Department of Ophthalmology for this clerkship in July, August, and September. Prerequisite: Surgery 5020. Fourth year.

OPH 5630. Clerkship in Community Ophthalmology (Oculoplastic Based). This course introduces students to community based ophthal-mology through community oculoplastic practice and association with other community practices covering all aspects of ophthalmology. The oculoplastic base allows students a one-on-one opportunity to directly participate in patient care enhancing competence such as fine suture technique of face and eyelids, interpretation of orbital imaging studies such as MRI and CT, and the recognition of significant histopathology of orbit and eyelid lesions. The course has flexibility for exposure to commu-nity practice in other areas of ophthalmology such as cataract, refractive, retinal, and glaucoma. The course combines close integration and partici-pation of the student in the oculoplastic team with opportunity to develop competency examination skill sets beyond basic medical student level to include slit lamp examination, indirect ophthalmoscopy, and basic refrac-tion -- general skills required in the practice of oculoplastic surgery. Pre-requisite: Surgery 5020, OPH 5610. Pre-approval required. Fourth year.

OPH 6100. Special Clinical Study—Vanderbilt. Each student arranges an independent study with a mentor and completes a period of clinical work. Approval required.

OPH 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

OPH 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required. First and second year.

OPH 7100. Special Clinical Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

OPH 7150. Special Research Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.


Orthopaedic Surgery and RehabilitationORTH 5130. Subspecialty Clinics in Orthopaedic Surgery. This course offers the student an opportunity to rotate through the various orthopaedic clinics. Eight to nine clinic meetings per week are required. Prerequisite: Surgery 5020.

ORTH 5325. Pediatric Sports Medicine. Students will spend time with various attendings in the pediatric orthopaedic, sports medicine, and ad-olescent clinics at Vanderbilt. They will also attend the sports medicine fellows lecture series and a sports event if available during the rotation. They will be expected to read Hoppenfeld's text—Physical Exam of the Spine and Extremities. Upon completion of the rotation, the students will be expected to understand the diagnosis and management of pediatric fractures, concussion, and overuse injuries. Students will perform a physi-cal exam of the spine and extremities.

ORTH 5611. Subinternship in Foot and Ankle Orthopaedic Surgery. The student will be asked to evaluate patients with foot and ankle disor-ders in both inpatient and outpatient settings. The student will be expect-ed to participate in preoperative and postoperative patient evaluation and management, as well as surgical management. At the conclusion of the rotation, the student should have an in-depth understanding of arthritis, foot and ankle fractures, sports medicine of the foot and ankle, and com-mon deformities. Orthotic and pedorthic management will also be taught. Prerequisite: Surgery 5020. Fourth year.

ORTH 5612. Subinternship in Adult Hand Orthopaedic Surgery. The course provides hands-on exposure to adult hand surgery. The student will be able to integrate medical and surgical knowledge in the care of pa-tients with congenital hand deformities and musculoskeletal hand injuries in both inpatient and outpatient settings. Emphasis will be placed on initial evaluation, preoperative and postoperative management. Prerequisite: Surgery 5020. Fourth year.

ORTH 5613. Subinternship in Orthopaedic Oncology. The course provides hands-on exposure to musculoskeletal oncology and adult or-thopaedics. The student will be able to integrate medical and surgical knowledge in the care of orthopaedic patients, in both inpatient and out-patient settings. Prerequisite: Surgery 5020. Fourth year.

ORTH 5614. Subinternship in Pediatric Orthopaedic Surgery. This course will provide the student with experience assessing and manag-ing pediatric orthopaedic surgical patients. Emphasis will be placed on pertinent history taking, evaluation of the child, and decision making and treatment in both inpatient and outpatient settings. Prerequisite: Surgery 5020. Fourth year.

ORTH 5615. Subinternship in Reconstructive Orthopaedic Surgery. The course provides hands-on exposure to adult reconstructive surgery. The student will be able to integrate surgical knowledge in the care of orthopaedic patients in both the inpatient and outpatient settings. Prereq-uisite: Surgery 5020. Fourth year.

ORTH 5617. Subinternship in Adult Spine Orthopaedic Surgery. The student will be asked to integrate medical and surgical knowledge in the care of patients with spine-related deformities and injuries in the hospital and outpatient clinics. Students will receive an introduction to outpatient assessment and inpatient management of individuals with a wide variety of spinal disorders. The course is designed to provide a proper assess-ment of patients with neck and low back pain, as well as spinal injuries with neurological involvement. The student will be expected to participate actively in the emergent, preoperative, surgical, postoperative hospital, and outpatient diagnostic and therapeutic care of orthopaedic patients. Prerequisite: Medicine 5020, Surgery 5020. Fourth year.

ORTH 5618. Subinternship in Sports Medicine. The course is de-signed to provide hands on exposure to orthopaedic sports medicine. The student will be asked to integrate medical and surgical knowledge in the care of patients with sports-related injuries in the hospital and outpatient clinics. Participation in patient care will be defined by the chief resident. The student will be expected to participate aggressively in the emergent, preoperative, surgical, postoperative hospital, and outpatient diagnostic and therapeutic care of sports medicine patients, athletic injuries, and all injuries of the knee and shoulder. Prerequisite: Surgery 5020. Fourth year.

ORTH 5619. Subinternship in Adult Orthopaedic Trauma. The course is designed to provide hands-on exposure to orthopaedic traumatology. The student will be asked to integrate medical and surgical knowledge in the care of trauma victims and musculoskeletal injuries in the hospital and outpatient clinics. Participation in patient care will be defined by the chief resident. The student will be expected to participate aggressively in the emergent, preoperative, surgical, postoperative hospital, and outpa-tient diagnostic and therapeutic care of orthopaedic patients. Prerequisite: Medicine 5020, Surgery 5020. Fourth year.

ORTH 5620. Primary Care Orthopaedics. This course is designed to provide students interested in primary care or non-surgical specialties with an in-depth experience in adult musculoskeletal disease. Focusing pri-marily on the examination and evaluation of patients with musculoskeletal problems, the student will rotate through general and specialty orthopae-dic clinics and participate in the evaluation and treatment of acute ortho-paedic trauma in the emergency room. Participation in daily orthopaedic conferences and teaching rounds will broaden the scope of the student's exposure to orthopaedic surgery. The presentation of a case-focused conference at the conclusion of the rotation will be expected of each stu-dent. This course is not recommended for those intending to pursue a career in orthopaedic surgery. Prerequisite: Surgery 5020. Fourth year.

ORTH 5625. Subinternship in General Adult Orthopaedics, VAH. This course is based in the Veterans Administration Hospital and provides a wide exposure to in-patient and out-patient orthopaedic surgery rang-ing from trauma and sports medicine to reconstruction. The student is expected to integrate book knowledge with patient care. A tremendous hands-on experience is available to a host of musculoskeletal pathology. Prerequisite: Surgery 5020. Fourth year.

ORTH 6100. Special Clinical Study—Vanderbilt. Each student arrang-es an independent study with a mentor and completes a period of clinical work. Approval required.

ORTH 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

ORTH 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

ORTH 7100. Special Clinical Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

ORTH 7150. Special Research Study—Non-VU. Each student arrang-es an independent study with a mentor and completes a research project away from Vanderbilt. Approval required.

OtolaryngologyOTO 5310. Introduction to Otolaryngology. Students will join the at-tendings, fellows, and residents on the Head and Neck Division of the Department of Otolaryngology. This service provides surgical care for pa-tients with benign and malignant tumors of the head and neck, including tumor resection and reconstruction, as well as airway reconstruction. It is a busy service which carries the largest inpatient census in our depart-ment. Students will see patients in the office and hospital setting, intra-operatively and post-operatively. Students will also have the opportunity to work with our speech pathologists and physical therapists as well. Stu-dents will participate in our weekly multi-disciplinary tumor board to bet-ter understand both surgical and non-surgical management of head and neck tumors. At the conclusion of the two weeks, students will be able to take a directed history, perform a basic head and neck examination, and observe and understand the basic surgical approaches to tumors of the head and neck. They will also understand basic reconstructive options for head and neck defects. Most importantly, they will understand the multi-disciplinary approach to patients with head and neck cancers.

OTO 5315. Introduction to Laryngology. The human larynx is a very complex instrument and one that enables us to communicate with each other through speaking and song, as well as protecting our airway from


aspiration during deglutition. We recognize each other through our voices and our unique, individual sound helps to define who we are. Technologi-cal advances allow us to study the larynx real time in the office and help us to offer patients highly specialized, individualized treatments based on the results of these studies. In this two-week elective, students will participate in the management of patients with disorders affecting the larynx and upper aerodigestive tract, including dysphonia, breathing difficulties, and dyspha-gia. Students will work with a team of the attending, fellow, and resident physicians from the Vanderbilt Voice Center in both clinic and operating room settings. In the clinic, students will learn the specialized evaluation of the patient with a vocal, breathing, or swallowing complaint. Diagnosis and treatment of common laryngological disorders will be presented and discussed. The student will also interact with and observe the voice speech and language pathologists and vocal pedagogues that complete the mul-tidisciplinary team of the Voice Center. These practitioners provide both diagnostic support and behavioral treatment for patients. Students will be exposed to diagnostic procedures, specifically indirect laryngoscopy and laryngeal videostroboscopy. In the operating room, students will observe endoscopic treatment of a variety of common laryngeal, upper airway, and esophageal disorders. These disorders may include benign vocal fold le-sions, vocal fold paralysis, upper airway stenosis, and cervical esophageal stenosis. At the conclusion of the two-week rotation, students will be able to take a specialized laryngological history; perform a complete head and neck examination; discuss common disorders affecting the larynx, upper airway, and cervical esophagus; and describe the treatment of common disorders affecting the larynx, upper airway, and cervical esophagus.

OTO 5325. Clinical Rhinology. In this elective, students will have the op-portunity to learn about nasal and sinus disorders and their relationship to diseases of the respiratory tract. Students will learn the pathophysiology of sinus disease and how nasal and sinus anatomy interact with allergy and other immunological diseases to affect the entire airway. The students will also learn how nasal anatomy affects patients in their ability to function in everyday life. The students will accompany the surgeon to the operating room to observe how endoscopic sinus surgery is performed. The elective will also include benign and malignant diseases of the sinuses and skull base. Students will focus on the anatomy of the skull base and the various pathologies seen clinically. Students will spend time with the skull base surgeon in both a clinical setting and the operating suite. Students will fol-low the patient from the time of surgery to the first post-operative appoint-ment. In the clinics, students will learn about nasal and sinus endoscopy; CT and MR scans of the paranasal sinuses and skull base; physiology and bacteriology of the nose and sinuses and the close relationship with the lungs and pulmonary function; and medications available to treat nasal and sinus disorders. Students will also observe the allergist/immunolo-gist. At the end of the two-week rotation, students will be knowledgeable of the common presenting symptoms of nasal and sinus disorders, and the anatomy and pathophysiology of nasal, sinus, and skull base disease. They will be able to read sinus CT and MR scans, and will be able to pres-ent a case concerning the presenting symptoms and diagnostic factors of a case and the available treatment paradigms.

OTO 5335. Introduction to Neurotologic Surgery. Neurotology is a subspecialty of otolaryngology (ENT) that deals with the evaluation and treatment of disorders of the ear, including adult and pediatric hearing loss, intracranial tumors, vertigo, facial nerve disorders, and complex infections of the ear. The specialty is multi-disciplinary and interacts frequently with other otolaryngology specialists and faculty and staff in neurosurgery, neurology, audiology, speech and language pathology, deaf education, physical therapy, and others. Students will participate in all aspects of the diagnosis and management of patients with neurotologic disorders. In the operating room students will be able to participate in and observe complex procedures such as cochlear implants, acoustic neuroma sur-gery, tympanic membrane reconstruction, stapedectomy, mastoidectomy and eradication of the ear, and vestibular surgery. Students will participate as members of our cochlear implant team, learning basic and advanced audiologic testing, cochlear implant evaluations, team assessment and in-tegration, surgery, and post cochlear implant evaluation. Students will be able to participate in the activation of the cochlear implant, seeing adults and children hear for the first time. At the conclusion of the two -week rotation, students will be able to perform a specialized ear history and

complex head, neck, and neurotology exams. They will be familiar with the disorders of the ear, including infections, hearing loss, vertigo, tin-nitus, and intracranial tumors of the ear including meningioma, acoustic neuroma, and facial nerve disorders; the systems based practice involving multi-disciplinary care of neurotologic disorders, including working with the cochlear implant and surgical teams; surgical procedures involved with treating patients with complex otologic disorders; and the appropri-ate surgical set up, procedure, and equipment.

OTO 5340. Introduction to Facial Plastic and Reconstructive Surgery. Facial plastic and reconstructive surgery is an integral part of the training in Otolaryngology-Head and Neck Surgery. The face is the cornerstone of a person’s identity. Facial expression implies a revelation about the charac-teristics of a person, a message about something internal to the expresser. The goal of facial plastic and reconstructive surgery is to restore, maintain, or enhance a patient’s facial appearance. Students will participate in the management of patients with disorders affecting the face. Students will work with both attending and resident physicians from the division of Fa-cial Plastic Surgery in both the clinic and the operating room. In the clinic, students will learn the specialized evaluation of the patient with congenital, malignant, traumatic, and medical conditions affecting various components of the face. Diagnosis and treatment of common facial disorders will be presented and discussed. Considerations of facial aesthetics will also be reviewed. In the operating room, students will observe treatment of a variety of common nasal, auricular and cutaneous disorders. These disorders may include facial fractures, nasal deformities, facial defects, and facial paraly-sis. At the conclusion of the two-week rotation, students should be able to take a specialized history pertinent to facial deformities; perform a complete head and neck examination; discuss common disorders affecting the nose, external ears, eyelids, lips, and facial skin; and describe the treatment op-tions of common disorders amenable to facial plastic surgery.

OTO 5950. Laryngology . This course is an elective in otolaryngology fo-cusing on problems with the voice, airway and swallowing. It is based out of the Vanderbilt Voice Center and includes participating in the clinical and surgical management of patients with disorders affecting the larynx and the upper aerodigestive tract. Students will spend time in the voice center clinics with a staff laryngologist, learning the specialized evaluation of the voice and swallowing patient. This would include hands-on experience with laryngeal videostroboscopy. Students would also learn the specifics of the standard otolaryngology head and neck examination. Other mem-bers of the elective faculty include voice scientists and speech language pathologists who regularly perform voice evaluations and therapy for our patients. Significant time would also be spent in the operating room learn-ing endoscopic management of laryngeal pathology and airway disorders as well as the surgical management of vocal fold paralysis. Prerequisites: Surgery 5020. Fourth year.

OTO 5970. Subinternship in Otolaryngology. Students will work with the otolaryngology staff and residents on the otolaryngology service at Vanderbilt University Hospital participating in the diagnosis and treatment of patients with otolaryngologic and head and neck diseases. Attendance at the weekly otolaryngology grand rounds is mandatory. Prerequisite: Surgery 5020. Fourth year.

OTO 6100. Special Clinical Study—Vanderbilt. Each student arranges an independent study with a mentor and completes a period of clinical work. Approval required.

OTO 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

OTO 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

OTO 7100. Special Clinical Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

OTO 7150. Special Research Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.


PathologyPATH 5610. Clerkship in Autopsy Pathology. The student will assist in post-mortem examination with the full-time staff and will correlate the clini-cal and pathological features in an attempt to understand the pathogenesis of the fatal disease processes. Recommended for students considering residencies in pathology. Prerequisite: Preclinical curriculum. Fourth year.

PATH 5620. Clerkship in Surgical Pathology. The experience will in-clude the Surgical Pathology areas in both Vanderbilt University Hospital and Monroe Carell Jr. Children's Hospital at Vanderbilt. The student will work with the surgical pathology faculty, fellows, and residents in evaluat-ing gross and microscopic material from current cases. Emphasis will be placed on introducing the student to the relationship that surgical patholo-gists maintain with clinical colleagues in caring for patients. In this elective, there will be opportunity to see medical biopsies and larger specimens from most surgical specialties. Appropriate short research projects will be available for the interested student. Opportunities exist for the student to work in Cytology and subspecialty areas also, depending on interest. Prerequisite: Preclinical curriculum. Fourth year.

PATH 5630. Clerkship in Clinical Pathology. Clinical pathology is com-posed of multiple diverse laboratory services that provide diagnostic test-ing for all areas of medical practice: blood bank, clinical chemistry, special chemistry (including toxicology), hematology and urinalysis, special hema-tology (bone marrow and lymph nodes analysis), hemostasis, microbiol-ogy and virology, molecular infectious disease, molecular genetics, and immunopathology (including flow cytometry). The student may rotate in one or multiple labs. Training is individualized based on the interests and future plans of the student. Training consists of a mixture of observation and both didactic and case-based learning. At the end of the rotation, the student will have an understanding of efficient use and interpretation of the tests in the areas of the lab through which the student has rotated for diagnosis and monitoring of diseases. Prerequisite: Preclinical curriculum. Fourth year.

PATH 5650. Clerkship in Clinical Microbiology. The basic goal of this one month rotation is to gain an appreciation of clinical microbiology, in-cluding basic bacteriology, mycology, and mycobacteriology. The precep-tor method will be used in doing bench work under supervision followed by independent bench work. Self-education through reading the text, Koneman: Basic Microbiology, will be required. Unusual and interesting cultures can be pursued by review of patient charts or examination of the patient, if appropriate. The clinical aspects are coordinated through the infectious disease service and include participation in their rounds. Pre-requisite: Preclinical curriculum. Fourth year.

PATH 5680. Clerkship in Forensic Pathology. Join the Nashville Medi-cal Examiner's Office for a month-long elective in one of the most fasci-nating areas of medicine, forensic pathology. Observe and participate in death-scene investigations, autopsies, and courtroom testimony. Learn about the important function a medical examiner's office plays in the pro-tection of the public health of our community. This elective is not just for those who are interested in pathology, but also for all medical students who want to see how disease and trauma affect the human body. This course does not meet in December. Prerequisite: Third year core clerk-ships. Fourth year.

PATH 6100. Special Clinical Study—Vanderbilt. Each student arrang-es an independent study with a mentor and completes a period of clinical work. Approval required.

PATH 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

PATH 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

PATH 7100. Special Clinical Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

PATH 7150. Special Research Study—Non-VU. Each student ar-ranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.

Pediatric MedicinePED 5020. Pediatrics Core Clerkship. Each member of the third-year class is assigned to Pediatrics for five and one-half weeks. Three and one-half weeks are spent on the Vanderbilt Children's Hospital inpatient pediatric wards. Students participate in all phases of diagnosis and treat-ment of a wide variety of illnesses of children and infants. Two and one-half weeks of the clerkship includes work in pediatric clinics or Meharry Hospital or community sites. Besides teaching rounds on the wards and nursery, student lectures are held three times a week. Grand rounds are held weekly and chief resident rounds are held each Thursday.

PED 5310. Adolescent Medicine. Students will participate in an outpa-tient Adolescent and Young Adult Health Clinic with residents and faculty. The Adolescent clinic serves patients with a variety of health care needs including primary care, acute care, sports medicine, gynecological and contraceptive care, behavioral health, and eating disorders. Students will have the opportunity to see patients first and then work closely with fac-ulty members to develop a care plan. Students can anticipate working in multidisciplinary teams and spending time with a variety of providers. Stu-dents can also expect to participate in didactic and case based learning sessions throughout the course. The goal of this elective is to familiarize students with the scope of adolescent health care. At the conclusion of the two-week elective, students will be able to take a complete and con-fidential psychosocial and gynecological history on adolescent patients. Additionally, students should be able to perform a focused physical exam and develop a patient plan of care in conjunction with the attending.

PED 5315. Pediatric Diabetes in the Clinical and Research Setting. Students will join a team of attending and fellow physicians and scientists as they learn about management and discovery in pediatric diabetes. The management of diabetes in children occurs at the intersection of medical and support services. The care is managed by physicians, nurses, social workers, child life specialists, and psychologists. Within this intersection of care, the team is also dedicated to improving the management of diabetes through research. The goal of this short course is to introduce the stu-dents to this intersection. Students will participate in the initial evaluation and teaching of a patient with new onset diabetes, will be precepted in diabetes continuity clinic, and will attend clinical visits with dietitians, so-cial workers, and psychologists. As an extension of this clinical exposure, students will learn about clinical research by attending our clinical research team meeting, receiving training in patient consent, and observing clinical trial visits. Students will also learn about the basic science of diabetes by participating in design, execution, and interpretation of research in the lab setting. At the conclusion of the elective, students will understand the presentation and management of diabetes through the contributions of a diverse provider team, the impact of diabetes on children and their fami-lies, and the opportunities for changing the course of diabetes through research from bench to bedside and back.

PED 5325. Physiology and Pathophysiology of the Newborn. This two-week elective will be scheduled for students who will be welcomed to the Neonatal Intensive Care Unit on the fourth floor of the Children’s Hospital. The course will be a mix of didactic talks and readings as well as patient evaluations focused on the physiology and pathophysiology of oxygen delivery and gas exchange. The student will learn the principles of evaluation and treatment of a variety of cardiorespiratory disorders including respiratory failure, hyaline membrane disease, pneumonia, sepsis, various congenital heart diseases, and congenital malformations. The student will also be learning ventilation management and blood gas analysis and the basics of fluid, electrolyte, and nutrition management. These physiologic principles are universally applicable and not limited to neonatology. At the conclusion of the elective, students will be able to list five pathophysiologic mechanisms for hypoxic respiratory failure; interpret blood gases determin-ing alveolar minute ventilation, acidosis status, and ventilatory means to cor-rect abnormalities; write fluid electrolyte and parenteral nutrition orders dem-onstrating understanding of the reason behind including each component;


and will understand the basics of physical examination and evaluation of the newborn infant and correlate the observations with the pathophysiology.

PED 5330. Pediatric Hematology-Oncology. Students will have a broad exposure to pediatric hematology-oncology on this rotation. The ro-tation is divided into two one-week blocks. Students will do one week each on the inpatient pediatric hematology-oncology service and the outpatient clinics. During the inpatient week, students will join a team of residents, fellows, and attending physicians on the pediatric hematology-oncology service at Vanderbilt Children’s Hospital. Students will attend rounds and will see a broad range of both pediatric oncology and hematology diagno-ses. Common reasons for oncology admissions are workups for possible oncology diagnoses, new diagnoses initiating treatment, chemotherapy administration, complications from treatment, and palliative care/death and dying. Common reasons for hematology admissions are diagnosis and management of bleeding disorders, workup for anemia and/or throm-bocytopenia, and management of the complications of sickle cell disease. During the outpatient week, students will attend all hematology and oncol-ogy clinics in the outpatient setting. Clinic opportunities are vast and will include exposure to general oncology for routine chemotherapy and sick visits and benign hematology. New referrals will also be seen. Students may also attend subspecialty clinics to gain a general overview of specific diseases (e.g., brain tumors, sarcomas, hemophilia, and stem cell trans-plant). At the conclusion of the two week elective, students will be able to do a history and physical examination on an oncology patient in both the inpatient and outpatient setting. Students will also be able to formulate a differential diagnosis for a new patient referral, both in hematology and oncology. Students will have an overall appreciation for the varied patient populations seen in pediatric hematology-oncology from both the family and the physician/medical team perspectives. Students will also have a broad exposure to the field of academic pediatric hematology-oncology.

PED 5331. Pediatric Stem Cell Transplantation. Students will have a broad exposure to pediatric stem cell transplant on this rotation. Students will do a two-week rotation that includes both the inpatient and outpa-tient settings. During the inpatient time, students will join a team of fellows and attending physicians on the pediatric stem cell transplant service at Vanderbilt Children’s Hospital. Students will attend rounds and will see a patient at all stages of stem cell transplant (pre-, peri- and post) for broad range of both pediatric oncology and nonmalignant diagnoses. Common reasons for admissions on this service are stem cell transplantation, com-plications from treatment, and palliative care/death and dying. During the outpatient time, students will attend all pediatric stem cell transplant clin-ics. Clinic opportunities are vast and will include exposure to patients who are being considered for stem cell transplant, post-transplant sick visits, and hospital follow-up. New referrals will also be seen. At the conclusion of the two-week elective, students will be able to do a history and physi-cal examination on a stem cell transplant patient in both the inpatient and outpatient settings. Students will also be able to formulate a differential di-agnosis for presenting signs and symptoms and to understand which pa-tients are considered stem cell transplant candidates. Students will have an overall appreciation for the varied patient populations seen in pediatric stem cell transplantation from both the family and the physician/medical team perspectives. Students will also have a broad exposure to the field of academic pediatric stem cell transplantation.

PED 5335. Obesity Across the Life Stages: Before Breast Feeding to Bariatrics. Obesity is a condition of high prevalence worldwide. Most medical providers encounter it or one of its many co-morbidities on a daily basis. Its etiology is complex, with risk and disease development beginning before birth and progressing across the lifespan. In this elec-tive students will be exposed to the evolution of this disease across these life stages, highlighting clear opportunities for prevention and treatment. Students will participate in a variety of clinical settings, which range from general to subspecialty, and from medical to surgical. Through these clini-cal experiences and a core of didactics, students will learn key points of intervention such as maternal nutrition (obstetrics), breastfeeding (new-born nursery lactation consultation), obesity treatment (multidisciplinary pediatric and adult weight management clinics, bariatric surgery), and management of its co-morbidities (lipid and endocrinology clinics). At the conclusion of the two-week elective, students will understand how obe-sity evolves across the lifespan, identifying opportunities for prevention

and treatment; how to perform an obesity-specific assessment of patients of all ages through history taking, physical exams, and data interpreta-tion; and how the multidisciplinary nature of treatment options can be ap-proached through interpersonal interactions with patients, families, and members of the clinical teams.

PED 5340. Electronically-Engaged Pediatric Family Consult. This elective involves working as a consultant to engage pediatric patients and their families in managing their health through information technologies. Students will work with a variety of pediatric providers in the inpatient, out-patient, and acute care settings. Consultations will focus on educating and supporting families with new diagnoses and chronic illnesses using mobile devices, the MyHealthAtVanderbilt patient portal, or other technologies to assist with disease monitoring or behavior change. With each new con-sultation, students will independently evaluate the patient and family, pres-ent the case to a multi-disciplinary team, explore technologies to address the information and disease-management problems, and work with the family to implement the proposed solutions. Students may also have op-portunities to provide follow up from prior consultations and to participate in ongoing research studies of patient engagement through information technologies. At the end of this rotation, the student will have a familiarity with the roles of information technology in health and disease manage-ment, as well as the importance of literacy, numeracy, and computer skills in facilitating patient engagement.

PED 5345. Pediatric Cardiology. Students participating in this two-week elective will be exposed to the breadth of services offered by the medical and surgical teams caring for children with congenital and ac-quired heart conditions. Selected faculty members and at times senior cardiology fellows will provide didactic and clinical insight relative to their area of expertise. Such areas include but are not limited to noninvasive imaging (echocardiography, MRI), cardiac catheterization, and electrocar-diography- the primary areas whereby cardiac structure, hemodynamics and rhythm are assessed. The goal is to provide consistent core didactics and readings, supplemented with an introduction to basic cardiac assess-ment in the outpatient and inpatient settings. Students will be afforded an opportunity to observe the interaction of multiple team members working toward the optimal patient care plan using a variety of diagnostic and imaging modalities. At the conclusion of the elective, students will have acquired a basic understanding of how abnormalities of cardiac structure and function impact the well-being of the pediatric patient through the care continuum. Though many principles are pediatric-specific, common concepts are shared with adult medicine as well. Students will also un-derstand basic cardiac assessment in the infant, child and adolescent, primarily in the outpatient setting including history, physical exam, and appropriate use of diagnostic studies.

PED 5400. Pediatric Clinical Rounds. The pediatric chief residents will lead a small group of students in examination of pediatric patients at the Vanderbilt Children's Hospital. Our goal is to provide an enjoyable and provocative opportunity to supplement the Physical Diagnosis course with hands-on pediatric experience. Pre-requisite: First year curriculum. Sec-ond year.

PED 5611. Subinternship in Pediatric Medicine. Students will serve as externs on the wards of Monroe Carell Jr. Children's Hospital at Vanderbilt. They will serve on a team and assume intern responsibilities with supervision and countersignature of orders/notes by second- and third-year residents. Patient assignments will usually be limited to five ad-missions per call night. Externs may pick up patients on non-call days depending on their census. Call is every fourth night. This rotation fulfills the subinternship requirement in the fourth year. Students may request any of the four teams, but placement is dependent on availability. The teams include Hazinski (Hospitalist and Pulmonology); Karzon (Neurology and Gastrointestinal); Christie (Cardiology and Nephrology); and Team D (Non-resident hospitalist service). Inclusion on Team D requires approval from the course director. In order to ensure the strong clinical experi-ence which characterizes this elective, each clinical clerkship is built into the housestaff rotational schedule. Therefore, the pediat-ric service relies heavily on each student who is accepted into this course. We ask that the student consider his/her enrollment as a strong commitment to serve. Students may be excused from ward


duties for no more than three days for interviews or other absences, un-less special permission is obtained from the course director and associate dean for medical student affairs. Prerequisite: Pediatrics 5020. Fourth year.

PED 5635. Subinternship in Pediatric Hematology/Oncology. Upon completion of this course, students will have a better understanding of the pathology, treatment, and survival of common childhood cancers. They will also gain experience in working up and treating anemias and bleeding disorders. These objectives are accomplished through a combination of inpatient time and outpatient time. Half of the course will be on the inpa-tient service where students will be expected to follow their own patients, present on rounds, write daily progress notes, and prepare a short 10-15 minute discussion of a patient of interest. Students will also participate in walk rounds with the fellow and faculty for more informal discussion. The other half of the course will be in the outpatient clinic. While there, students will see both new patients and patients returning for therapy. Students will take a history from the family, perform a physical exam, interpret lab tests, present these patients to the faculty, and write notes. Students will also have the opportunity to attend "specialty" clinics to see a group of patients with a focused set of problems (for example, sickle cell clinic). Prerequisite: Third year core clerkships. Fourth year.

PED 5650. Clerkship in Pediatric Developmental Medicine. Students will learn about a variety of developmental disabilities in infants, children, and adolescents, including developmental delays, cognitive/intellectual disability, Down syndrome, learning disabilities, attention deficit hyperac-tivity disorder, behavior disorders, autism spectrum disorders, motor dis-orders, and speech-language disorders. They will observe in-depth evalu-ations by developmental pediatricians and psychologists at the Center for Child Development. They will also participate in several didactic learning sessions. In addition, students will visit community agencies serving chil-dren with special needs and their families. This rotation provides minimal opportunity for direct patient care experience, but instead offers several venues for learning about developmental and behavioral disorders. Pre-requisite: Pediatrics 5020. Fourth year.

PED 5680. Clerkship in Pediatric Cardiology. This course is a clinical clerkship in pediatric cardiology. The purpose of the course is to provide the student with expertise in clinical evaluation of cardiovascular disease in infants, children, and adolescents. It will be particularly useful for students planning a career in pediatrics or cardiology. The student is a full-time, ac-tive participant in the pediatric cardiology clinical service team. The clerk-ship includes exposure to EKG interpretation, echocardiography, and car-diac catheterization, with a particular focus on physical examination skills. Prerequisite: Pediatrics 5020, Medicine 5020. Fourth year.

PED 5690. Clerkship in Pediatric Endocrinology. Students who par-ticipate in this clerkship will be able to identify the common endocrine problems of childhood, propose appropriate diagnostic studies, and for-mulate long-term management plans. Growth disorders, diabetes, thyroid disease, and adrenal disease will be the most common conditions en-countered, including abundant referrals for new-patient evaluations. The clerkship combines patient contact in the hospital and ambulatory setting with ample time for case discussions with faculty. Prerequisite: Pediatrics 5020. Fourth year.

PED 5700. Clerkship in Pediatric Hematology-Oncology. Once stu-dents have finished this elective, they will have a better understanding of the pathology, treatment, and survival of common childhood cancers. They will also gain experience in working up and treating anemias and bleeding disorders. These objectives are accomplished through a combi-nation of inpatient time and outpatient time. Half of the elective will be on the inpatient service where the students will be expected to follow their own patients, present on rounds, write daily progress notes, and pre-pare a short 10-15 minute discussion of a patient of interest. The student should also participate in walk rounds with the fellow and faculty for more informal discussion. The other half of the elective will be in the outpatient clinic. While there, the student will see both new patients and patients re-turning for therapy. The student will take a history from the family, perform a physical exam, interpret lab tests, present these patients to the faculty, and write notes. The student will also have the opportunity to attend "spe-cialty" clinics to see a group of patients with a focused set of problems (for example sickle cell clinic). Prerequisite: Pediatrics 5020. Fourth year.

PED 5710. Clerkship in Pediatric Gastroenterology, Hepatology, and Nutrition. Students actively participate in the care of pediatric gas-troenterology out-patients and in-patients at Vanderbilt Children's Hospi-tal. The rotation provides a broad experience in the evaluation and man-agement of common as well as unusual gastroenterological, hepatic, and nutritional diseases of childhood. Attendance in the endoscopy laboratory permits familiarity with esophagogastroduodenoscopy, colonoscopy, pol-ypectomy, and percutaneous liver biopsy. Rounds include daily review of histopathology specimens and radiographic studies. Custom-designed rotations emphasizing nutritional support or outpatient experience can be arranged. Prerequisite: Pediatrics 5020. Fourth year.

PED 5720. Clerkship in Pediatric Nephrology. Students actively par-ticipate in the evaluation and management of pediatric nephrology patients seen at Monroe Carell Jr. Children's Hospital at Vanderbilt. Through a com-bination of inpatient and outpatient experiences, the student will increase his/her knowledge of renal physiology and pathophysiology, congenital ab-normalities of the kidneys and urinary tract, glomerular diseases, and hyper-tension. Prerequisite: Pediatric 5020; Medicine 5020. Fourth year.

PED 5730. Clerkship in Child Abuse Pediatric Medicine. Students will work in the Child Abuse Pediatrics Program based at Monroe Carrell Jr. Children's Hospital at Vanderbilt. Students will participate in consul-tations on children referred for evaluation for possible abuse and/or ne-glect, whether they are in- or out-patients. Students will learn the basics of performing an abuse evaluation, the importance of close attention to detail, the mechanics of taking good photographs of injuries, and clear documentation. The radiology of child abuse will be taught during rounds with pediatric radiologists. Students will participate in and assist with chart reviews requested by outside agencies to further their understanding of the appropriate evaluation of potential victims of abuse. Students will also participate in multidisciplinary meetings in the community, observe sworn testimony in court or during depositions, and gain understanding of the le-gal system as it applies to cases of child abuse and neglect. Pre-requisite: Pediatrics 5020. Fourth year.

PED 5740. Clerkship in Pediatric Pulmonary Medicine. Students in this course will participate in consultations on children referred for evalu-ation of lung disease in the hospital and in the outpatient clinic. The pur-pose of this elective is to provide the student with expertise in the clinical evaluation of pulmonary disease in infants, children, and adolescents, and students will gain expertise in the relevant history, physical exam findings, and diagnostic testing used in a pulmonary evaluation. Participation in multi-disciplinary clinics in cystic fibrosis, bronchopulmonary dysplasia, and asthma will facilitate training in caring for children with chronic lung diseases. Didactic experiences that will reinforce the patient care experi-ences include our weekly Pediatric Pulmonary Imaging Conference, our weekly Pediatric Pulmonary Core Curriculum Conference, and other monthly conferences that constitute our fellowship training program. Stu-dents will have the opportunity to participate in bronchoscopies. Prerequi-site: Pediatrics 5020. Fourth year.

PED 5750. Clerkship in Pediatric Rheumatology. Students will par-ticipate in the evaluation and care of children referred to the pediatric rheumatology program at Vanderbilt Children's Hospital. The experience will involve direct interactions with patients and their families in both the inpatient and outpatient settings. Students will also have the opportunity to participate in divisional conferences in which patient cases and radio-graphic studies are discussed, and recent journal articles are reviewed. Over the course of the month, the student will gain an understanding of the presenting symptoms, exam findings, and laboratory studies of au-toimmune diseases in children, as well as current treatment strategies. Through these clinical experiences, the student will gain insight into the impact of chronic disease on children and their families. The clerkship will also afford the student a unique opportunity to gain experience with the fundamentals of the musculoskeletal exam, which has broad application outside of rheumatology. Prerequisite: Pediatrics 5020. Fourth year.

PED 5760. Spanish Language Pediatrics Clinic. The purpose of this elective is to expose 4th year medical students that are proficient in Span-ish to the Latino population in Nashville. The course will be particularly beneficial to 4th year medical students to increase fluency in Spanish, and learn appropriate terminology used during their medical encounter.


Students will provide direct patient care in the Spanish Language Clinic within the Vanderbilt Pediatric Primary Care Clinic, and will interact with the community clinics that provide care to large Spanish-speaking popula-tions. The elective will also expose them to community organizations that are working with Latino children in Nashville. Supplemental reading and other media related to the immigrant population will be used to augment student understanding of the Latino Immigrant experience and its impact on the health of this population. Prerequisite: Pediatrics 5020. Fourth year.

PED 5800. Genetic Clerkship. Students participate in evaluating, di-agnosing, and counseling patients and families seen in the genetics and genetics outreach clinics as well as ward consults. Students will gain ex-perience with a variety of single gene disorders, malformation syndromes, and biochemical, chromosomal and molecular abnormalities. They will participate in weekly research and clinical conferences. Selected research projects in clinical genetics, dysmorphology, molecular genetics, or neu-rogenetics are also available. Prerequisite: Faculty approval. Fourth year.

PED 5815. Subinternship in Neonatology. Students will serve as clerks on the newborn special care service of VU Hospital. They will have all as-sociated clinical responsibilities and will participate in all the usual house staff activities. This elective requires a 100 percent commitment of the stu-dent's time. The student will participate in in-house night call. Prerequisite: Faculty approval. Fourth year.

PED 5830. Subinternship in Pediatric Emergency Medicine. The purpose of this subinternship is to provide the student with expertise in the clinical evaluation and management of critically ill and injured pediatric patients, and pediatric emergencies. This course will be particularly useful for students planning a career in Pediatric or Emergency Medicine. The subinternship will require fifteen eight-hour shifts. The student will work di-rectly with the pediatric emergency Fellow and Attending during that shift. The student will be directly responsible for the evaluation, assessment, and management of the patient, including any procedures. Students will participate in weekly Fellow conferences as well as journal clubs. They will give a one-hour didactic, case-based presentation at one of the Fellow conferences during the month. In addition, they will review and discuss one article for journal club. The presentations will be mentored by the pedi-atric EM Fellow and Attending. Students may also participate in simulation scenarios and in teaching regional paramedics at their institutions. Stu-dents will have required basic reading to augment their knowledge base in pediatric emergency medicine management. Fourth year.

PED 5910. Clerkship in Pediatric Infectious Disease. The central ob-jective of the elective clerkship in pediatric infectious diseases is to learn to evaluate children with infectious diseases. Core reading on the patho-physiology of infectious disease will be encouraged. Students will actively participate in ambulatory and hospital care of children with infectious dis-eases. Prerequisite: Pediatrics 5020. Fourth year.

PED 5990. Subinternship in Pediatric Critical Care. The elective will be geared towards fourth- year medical students interested in pursuing pediatric residency, emergency medicine or anesthesia. The objectives will be (1) understanding of the complex pathophysiology of critically ill children, (2) learning the basic principles of multidisciplinary management of critically ill children, and (3) detailed review of a few common diseases seen in a multidisciplinary pediatric critical care unit. The student will be expected to participate in all the teaching conferences of the division. Ad-ditionally, the student will be expected to stay overnight at least four times during the four weeks' rotation, and will be expected to review topics presented in a formal setting. Prerequisite: Pediatrics 5020. Fourth year.

PED 6100. Special Clinical Study—Vanderbilt. Each student arranges an independent study with a mentor and completes a period of clinical work. Approval required.

PED 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

PED 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

PED 7100. Special Clinical Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

PED 7150. Special Research Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.

PharmacologyPHAR 6100. Special Clinical Study—Vanderbilt. Each student arrang-es an independent study with a mentor and completes a period of clinical or research work. Approval required.

PHAR 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

PHAR 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

Preventive MedicinePM 5410. Health Services in the Community. These are introduc-tory sessions on the organization of health services, and orientations to Vanderbilt University Medical Center and Nashville. There will be assign-ments to community-based services, including visits to patients with a nurse in the Vanderbilt Home Nursing Program. Other community sites include primary care centers and special programs, including Alive Hos-pice, a service center for homeless persons, and a clinic serving primarily immigrants and refugees. First and second year.

PM 5720. Clerkship in Epidemiology at the CDC. At the Centers for Disease Control (CDC) in Atlanta, students will be introduced to the princi-ples and practices of epidemiology through participation in the day-to-day operation of a national disease surveillance system, and by actively assist-ing in epidemiological investigations. Students often have an opportunity to participate in a field investigation. Insofar as possible, students will be allowed to choose the program area to which they wish to be assigned. Under the general supervision of a senior staff member, the student, in addition to assisting in epidemic investigations, will work in all phases of program activities. The program areas include communicable diseases (salmonella, shigella, tetanus, hospital-acquired infections, hepatitis, neu-rotropic viruses, etc.), vaccine utilization (measles, rubella, polio, etc.), family planning evaluation, leukemia surveillance, etc. Travel and living expenses while in Atlanta, and basic transportation costs between home (Medical School) and Atlanta must be borne by students. Combinations of vacation time and elective time may be arranged. NOTE: Students must submit an application to the CDC. The CDC deadline for applications is March 30 of the third year of medical school for elective periods during Sept.-Dec. of the student's fourth year; it is May 30 for electives starting after January of the fourth year. Occasionally later applications will be con-sidered, but the general rule is the earlier the application, the more likely your acceptance into the program. Application can be obtained from CDC by visiting the website: cdc.gov/eis/applyeis/elective.htm. Dr. Schaffner is closely associated with the CDC activities and can describe them in detail and facilitate your application. Prerequisite: Enrollment requires faculty ap-proval. Fourth year.

PM 7100. Special Study Preventative Medicine—Non-VU. Each stu-dent arranges an independent study with a mentor and completes a pe-riod of clinical or research work. Approval required.

Physical Medicine and RehabilitationPMR 5310. Principles of Physical Medicine and Rehabilitation. This course is designed to provide exposure to the practice of physical medicine and rehabilitation (PM&R) with an emphasis on musculoskeletal and neuro-logical rehabilitation. Many of these patients have had acute illness, trauma, surgical procedures, and prolonged hospitalization and require inpatient


and/or outpatient rehabilitation. The student will be asked to participate in a series of introductory lectures as well as rounds, clinics, and case discus-sions. The attending physician on the PM&R service will define participation in patient care. The student will be expected to participate in the evaluation of individuals with significant impairment and disability such as spinal cord injury, traumatic brain injury, stroke, amputations/complex fractures, mul-tiple trauma and general debility. Outpatient clinics are available to expose students to the long-term problems which these patients encounter. At the conclusion of the two weeks, students will be able to take a PM&R oriented history; perform a physical examination with an emphasis on functional sta-tus and disability; formulate rehabilitation goals; and understand the impor-tance of rehabilitation as part of the post-acute care continuum.

PMR 5611. Introduction to Physical Medicine and Rehabilitation. This course is designed to provide hands-on exposure to the practice of physical medicine and rehabilitation (PM&R) with an emphasis on muscu-loskeletal and neurological rehabilitation. Many of these patients have had acute illness, trauma, surgical procedures, and hospitalization and the stu-dent will have an opportunity to follow the patients post-acutely. The student will be asked to integrate medical and surgical knowledge in the care of rehabilitation in the hospital and outpatient clinic. The attending physician on the PM&R service will define participation in patient care. The student will be expected to participate in the evaluation, functional diagnosis, and treat-ment of individuals with significant impairment and disability who require long-term hospitalization to achieve maximal independence. The primary responsibility is the care of those patients with spinal cord injury, stroke, amputations/complex fractures, multiple trauma, traumatic brain injury, and general debilitation. Outpatient clinics are available to expose students to the long-term problems which these patients encounter. Fourth year.

PMR 6100. Special Clinical Study—Vanderbilt. Each student arranges an independent study with a mentor and completes a period of clinical work. Approval required.

PMR 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

PMR 7100. Special Clinical Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

PMR 7150. Special Research Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.

PhysiologyPSIO 6100. Special Clinical Study—Vanderbilt. Each student arrang-es an independent study with a mentor and completes a period of clinical or research work. Approval required.

PSIO 6150. Special Research Study—Physiology. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

PSIO 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

PsychiatryPSYCH 5020. Psychiatry Core Clerkship. Basic goals of this clerkship which includes psychiatry clinical rotations are to learn the fundamental techniques of psychiatric assessment, differential diagnosis, and treat-ment intervention. Activities include direct patient care and clinical rounds in the company of assigned faculty. The five 1/2-week placements include Vanderbilt University Hospital, Vanderbilt Psychiatric Hospital at Vanderbilt (Adult/Adolescent/Child). Third year.

PSYCH 5310. Introduction to Addiction Psychiatry. This two-week elective will offer students an opportunity to join a team of physicians on the Addiction Psychiatry service at Vanderbilt Psychiatric Hospital (VPH).

The clinical team will be caring for patients admitted to the hospital for detoxification, diagnosis, and psychiatric stabilization and treatment plan-ning. As substance use disorders often co-occur with depression, bipolar illness, organic brain disorders, and anxiety disorders (especially post-traumatic stress disorders, sometimes with sexual and eating disorders), the addiction psychiatry experience will expose students to a variety of common psychiatric problems. Students will be interacting with inpatients, learning about detoxification protocols, as well as seeing patients in follow up outpatient addiction clinics. Students may sit in on treatment groups for opiate dependent patients and attend a nearby Narcotics Anonymous support meeting. At the conclusion of the elective, students will be able to take a psychiatric history, perform a mental status examination, and know the basics of case formulation. Additionally, students will have familiarity with evidence-based approaches to care, understanding the role of an addiction psychiatrist as well as how addiction may present to physicians practicing in many specialties of medicine and surgery.

PSYCH 5615. Clerkship in Public Psychiatry. A variety of clinical ex-periences are available for students in community psychiatry settings. The constant focal points are at the Downtown Clinic with Dr. Stovall and the monthly Shade Tree psychiatry with various Vanderbilt attendings. Time in specialized clinics at the Centerstone outpatient facilities is also arranged, often with special interests of the student as a focus. In each of these settings, students will serve as integral members of the treating team with supervision of care and discussion of notes by the attending. Direct pa-tient care will include evaluating, diagnosing, and treating a wide variety of acutely ill psychiatric patients. Students will gain experience managing an acute psychiatric service as well as gaining exposure to the practice of psychiatry in the community mental health system. Prerequisite: Psychia-try 5020; Medicine 5020. Fourth year.

PSYCH 5617. Clerkship in Alcohol and Drug Dependence. This elec-tive will consist of care of patients undergoing alcohol and drug dependence rehabilitation in the Vanderbilt Addiction Center (VAC) [formerly VITA] unit under the leadership of members of the Division of Addiction Psychiatry. Students will have responsibility for the psychiatric care of patients in regular work and teaching rounds, reviewing rehabilitation plans for the patients and participating in group therapy discussions, attending staff conferences, and developing a comprehensive knowledge of the detoxification and re-habilitation of persons with substance use disorders and their medical and psychiatric complications. They will learn the team concept of care through a multidisciplinary approach employing medical and psychiatric nursing care, social services, group therapy, nutritional assessment, occupational and vocational rehabilitation, and exercise. Emphasis will be on family dy-namics, demonstrating the dysfunctional family relationships that occur in chemically dependent patients. The special programs of Alcoholics Anony-mous, AI-Anon, and Narcotics Anon groups will be available both on the unit and in the community. The after-care of patients will be demonstrated. The student will have the opportunity to share in clinical responsibility for the care of these often complex patients under the daily supervision of the attending. Prerequisite: Psychiatry 5020. Fourth year.

PSYCH 5620. Subinternship in Neuropsychiatry. This subinternship is an introduction to clinical practice and research at the interface of psychia-try and neurology. Under supervision, the student will examine patients with psychiatric and neurologic diseases affecting emotions, such as temporolimbic epilepsy, frontal lobe lesions, strokes in the non-dominant hemisphere, or degenerative conditions such as Alzheimer's Disease, Par-kinson's Disease, vascular dementia, and Huntington's Disease. Readings will focus on the neurology of emotion, including functional neuroanatomy, experimental neuropsychology, and electrophysiology. The student may participate in research protocols involving quantitative behavioral assess-ment, autonomic measures, and structural and metabolic imaging of the brain. Prerequisite: Psychiatry 5020, Neurology 5020, fourth year rota-tions in both Psychiatry and Neurology. Requires faculty approval. Fourth year- offered September, October, January, February, March, and April.

PSYCH 5625. Subinternship in Child Psychiatry Consultation-Liai-son. This subinternship is an introduction to clinical practice as a consul-tation-liaison psychiatrist working with children and adolescents. Under supervision, the student will examine patients with psychiatric diseases complicating pediatric management including delirium, catatonia, anxiety


and mood disorders both complicating pediatric illness and mimicking pe-diatric illnesses (somatoform disorders), management of chronic pain in collaboration with the pediatric pain team, acute stress and post traumatic stress disorder on the trauma service and in the intensive care unit, and psychiatric consultation regarding eating disorders. Readings will focus on the neurobiology of trauma and the neurobiology of the interface between emotions and physical disorders. The student may participate in research studies with the faculty if available at that time. Prerequisite: Psychiatry 5020, Neurology 5020, Pediatrics 5020. Fourth year.

PSYCH 5635. Clerkship in Emergency Psychiatry. In the Psychiatric Treatment Unit (PTU) the student will see a broad range of acute psychi-atric and neuropsychiatric disorders. Commonly encountered conditions include delirium, dementia, depression, suicide attempts, capacity evalu-ations, agitation management, altered mental status, conversion disorder, addictions, and somatoform disorders. This is similar to the population on the Consultation/Liaison service, but with greater acuity and a focus on disposition. The student will work closely with the primary resident pro-viding coverage with supervision to the team by the attending. Students will also see psychiatric consults in the VUMC Emergency Department, observed Beds, OB/GYN triage, and in the PTU. Patients treated will be above the age of 18 years. Prerequisite: Psychiatry 5020. Fourth year.

PSYCH 5638. Adult Outpatient Psychiatry. Students will become pri-marily active contributors to evaluation and treatment clinics in adult out-patient psychiatry. Time is also arranged shadowing clinics, participating in the monthly ShadeTree psychiatric consultation clinic, and in a weekly community (Downtown) psychiatry clinic. Sessions sitting in on psycho-therapy are also available. Students will work individually and in treatment teams, observing and learning the basics of outpatient psychiatric evalu-ation, psycho-pharmacology and psychotherapy (particularly psycho-dy-namic formulation and the principles of insight-oriented therapy and CBT). This will also include didactic teaching, case presentations, treatment planning, chart review and group supervision. Prerequisite: Psychiatry 5020. Fourth year.

PSYCH 5639. Clerkship in Child and Adolescent Psychiatry. Stu-dents will have the opportunity to shadow child psychiatrists in outpatient, inpatient, and school-based consultation settings. Assigned readings supplement patient care experiences. Students are occasionally expect-ed to follow patients with attending/resident supervision. Special projects are optional for students and may include research and writing activities. Prerequisite: Medicine 5020; Surgery 5020; Psychiatry 5020. Fourth year.

PSYCH 5645. Subinternship in Adult Consultation-Liaison Psychia-try. The adult consultation team provides psychiatric services for a broad range of patients with psychiatric and neuropsychiatric disorders in the context of medical, surgical, and obstetric (and other) inpatient and out-patient settings at Vanderbilt Hospital, Stahlworth Rehabilitation Hospital, and Vanderbilt Health One Hundred Oaks. Commonly treated conditions include delirium, dementia, depression, suicide attempts, capacity evalu-ations, agitation management, altered mental status, conversion disorder, addictions, and somatoform disorders. The sub-intern will become an integral part of the team, with assigned primary focus on the care of a discrete set of patients, and will be directly supervised by fellows and at-tendings. A partial focus on areas of special interest to the student may be arranged. A clinical topic presentation or paper in case report format will be required. Prerequisite: Psychiatry 5020. Fourth year.

PSYCH 6100. Special Clinical Study—Vanderbilt. A variety of oppor-tunities are available for clerkships and electives in the Department of Psy-chiatry that can be combined, especially where daily continuous patient care is not essential to work flow. In addition to the standard rotation sites, other experiences can be arranged. Two or three experiences can be combined within a single elective month. These may include a mixture of areas within and outside the listed standard electives, such as forensics, geriatric psychiatry, and brain imaging research. Opportunities will be ar-ranged to meet the interests of the individual student, potentially blending topics to provide exposure to two to three of these areas. Faculty approval is recommended at least two months prior to the start of the month's rota-tion in order to develop a plan optimal to meeting the student's interests. Approval required.

PSYCH 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work at Vanderbilt. Approval required.

PSYCH 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

PSYCH 7100. Special Clinical Study—Non-VU. Each student arrang-es an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

PSYCH 7150. Special Research Study—Non-VU. Each student ar-ranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.

RadiologyRAD 5310. Introduction to Interventional Radiology. Students will join a team of attending, fellow and resident physicians on the Interven-tional Radiology service at Vanderbilt Monroe Carrel Children’s Hospital (VCH). Interventional Radiology involves working as a consultant to the physicians who are caring for patients admitted to the hospital as well as performing a multitude of outpatient procedures. Reasons for consultation requests vary, but some of the more common ones include arteriography, CT-guided biopsy of lesions, implantation of infusion devices, and exter-nal drainage of infectious processes. With each new consultation request, students will have the opportunity to research the patient using StarPanel and then present the case to the team during morning rounds. The stu-dent will then be able to perform a history and physical on patients as they get prepared for their procedure. The student will then participate in the procedure and provide follow-up care as needed with the supervision of the resident and attending physicians. At the conclusion of the two-week elective rotation, students will be able to understand the role Interventional Radiology plays in the care of both inpatients and outpatients. They will have a basic understanding of the breadth of procedures offered, and the indications, complications, and post procedural care for the most common procedures. Additionally, the students will have familiarity with evidenced-based approaches to care.

RAD 5315. Radiology Elective. The course will provide students with a broad exposure to the various subspecialties of radiology and will pro-vide focused training on basic chest x-ray interpretation. The students will spend each morning in a different reading room within the department. The students will sit with the faculty, fellows, and residents on the service and observe them interpreting the various studies that are read or performing the various procedures that are done. For each reading room, there will be a series of 5 or so “check-offs” which consists of bits of information that student must learn in that reading room (for example, “What is the appro-priate follow-up of an incidentally-discovered pulmonary nodule?”). The afternoons will be spent attending didactic lectures and participating in the focused chest x-ray “boot camp.” Each afternoon there will be a one-hour lecture on one of the different radiology sub-specialties. Students will use the knowledge gained in the didactic session along with content from the boot camp handout to work through the various chest films with the course director. Each day the films will be slightly more difficult than the day before. At the conclusion of the elective, students will know the vari-ous imaging modalities and the role they play in the diagnosis of disease and management of patients; the numerous procedures performed by radiologists and their role in patient care; and how radiologists participate as active members of multidisciplinary health care teams in caring for pa-tients. Students will develop skills and confidence in the interpretation of plain chest x-rays, particularly for common and major abnormalities.

RAD 5320. Musculoskeletal and Emergency Radiology. Students will spend two weeks in the musculoskeletal/emergency radiology read-ing room. It’s a bustling place where MSK-subspecialty trained radiology faculty, MSK fellows, and radiology residents interpret musculoskeletal studies and selected studies performed in the Emergency Department, as well as provide consultation services to a variety of physicians (emer-gency, trauma team, general surgery, orthopaedic surgery, infectious dis-eases, internal medicine, rheumatology, etc.). Students will be exposed to


a broad spectrum of musculoskeletal pathology including trauma, athletic injuries, arthritis, infection, neoplastic conditions, expected post-operative changes, and post-operative complications. Imaging modalities will include conventional radiographs, Magnetic Resonance Imaging, Computed To-mography and, possibly, ultrasonography. Students will have the opportuni-ty to observe interventional procedures such as fluoroscopically-guided ar-thrography and CT/US-guided biopsies. In addition to daily teaching at the PACS monitors using live cases, there will be didactic lectures/ case pre-sentations written specifically for this course focusing on trauma, sports inju-ries, arthritis, and the basics of musculoskeletal neoplasms. The advantages and limitations of the various modalities utilized will be emphasized. The didactic component of the elective will be further enhanced by daily noon radiology conferences. The course will be of particular interest to students contemplating careers in radiology, orthopaedic surgery, sports medicine, and emergency medicine; however, any student interested in learning more about the musculoskeletal system or radiology is encouraged to attend. At the conclusion of the two-week elective rotation, students will be able to accurately describe fractures, have an organized approach to diagnosing arthritis, recognize significant athletic injuries on MRI, have a basic under-standing of the concept of aggressiveness of musculoskeletal neoplasms, and have an understanding of the strengths and limitations of the modalities used by radiologists in diagnosing a variety of conditions.

RAD 5610. Clerkship in Diagnostic Radiology. The student partici-pates in a variety of learning experiences in diagnostic radiology. These include reading materials designed for medical students, a didactic lecture series by the radiology staff, round table discussions of appropriate radio-graphic evaluation of patients, rotations through the various subspecialty divisions of radiology, and various film reading sessions. The purpose of this course is to provide the fourth-year medical student with the funda-mentals of diagnostic imaging and an understanding of optimal imaging pathways for various clinical conditions. Attendance and participation are required. This course is not well-suited for the student who needs exces-sive time off away from the rotation. Prerequisite: Medicine 5020, Surgery 5020, Pediatrics 5020, and Obstetrics/Gynecology 5020. Fourth year. Offered August, September, October, November, February, March, and April. This course requires a minimum enrollment of three students.

RAD 5630. Clerkship in Pediatric Radiology. This program will intro-duce the fourth-year medical student to the principles of diagnostic imag-ing in pediatric radiology. The medical student will function primarily as an observer during the interpretation of radiographs and the performance of procedures. S/he will be expected to correlate clinical presentation of the patient with the radiologic imaging studies in order to develop a mature appreciation of the role of pediatric imaging and the practice of clinical pediatrics. Prerequisite: Fourth-year status. This course is offered July, August, September, November, January, February, and April.

RAD 5640. Clerkship in Neuroradiology. Students will cover both adult and pediatric neuroimaging during their rotation. The month will allow a broad exposure to the field of neuroradiology. Students will primarily cover readouts with Dr. Megan Strother (adult neuroradiology) and Dr. Curt Wush-ensky (pediatric neuroradiology). Working with the radiology residents, stu-dents will review cases prior to readouts, correlating clinical histories with radiographic findings. Students will be responsible for weekly case presen-tations during the neuroradiology case conferences. Reading assignments will focus on the basics of CT and MR imaging. Prerequisite: Fourth-year status. This course will only be offered in August and October .

RAD 5650. Clerkship in Interventional Radiology. This clerkship is de-signed to be an immersion in the daily life of an interventional radiologist with experience in the clinic, on rounds, and in the procedure room. Inter-ventional radiology is a subspecialty that combines cutting edge technol-ogy with comprehensive patient care. Acting primarily as a consultant, the radiologist performs a broad spectrum of procedures and covers virtually every patient population and disease process. Typical procedures include angioplasty and stent placement in the arteries and veins, embolization of bleeding, embolization of tumors, uterine fibroid embolization, bron-chial artery embolization, gonadal vein embolization, chemo-embolization, percutaneous treatment of tumors (ablation), placement of nephrostomy, biliary, gastrostomy and venous catheters, and TIPS. Prerequisite: Diag-nostic Radiology. Fourth year.

RAD 6100. Special Clinical Study—Vanderbilt. Each student arranges an independent study with a mentor and completes a period of clinical work at Vanderbilt. Approval required.

RAD 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work at Vanderbilt. Approval required.

RAD 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

RAD 7100. Special Clinical Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

RAD 7150. Special Research Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.

Radiation OncologyRADO 5315. Introduction to Radiation Oncology. This elective is de-signed to introduce students to the field of radiation oncology. This will re-quire approximately 40 hours per week. No nights or weekends. Students will be paired with attending/resident pairs which will be assigned on a daily basis by the chief resident. With each new patient, the student will be expected to go in to see the patient first and obtain a basic history and physical. This will be presented to the resident who will then review these findings directly with the attending. The team (resident/attending/student) will then discuss treatment options with the patient and formulate a treat-ment plan. At the conclusion of this course students will be able to take a focused oncologic history, perform a pertinent exam, and understand the basics of diagnosis, staging, and treatment options for cancer patients. They will learn about the multidisciplinary nature of oncologic care.

RADO 5620. Clerkship in Therapeutic Radiology. Students partici-pate in initial evaluation of patients, formulation of treatment, supervision of treatment, and follow-up evaluations. Basic oncology principles to be emphasized. Student will learn indications and techniques for stereotactic, HDR, LDR and IMRT radiotherapy. Prerequisite: Fourth-year status.

RADO 6100. Special Clinical Study—Vanderbilt. Each student arrang-es an independent study with a mentor and completes a period of clinical work at Vanderbilt. Approval required.

RADO 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work at Vanderbilt. Approval required.

RADO 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

RADO 7100. Special Clinical Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

RADO 7150. Special Research Study—Non-VU. Each student ar-ranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.


Surgery

CHAIR OF THE SECTION R. Daniel BeauchampGeneral SurgeryGeneral Surgery, VAHColon and Rectal SurgeryEmergency General SurgeryGastrointestinal and Laparoscopic SurgeryHepatobiliary/Liver and Renal TransplantSurgical OncologyTrauma

Surgical SpecialtiesCardiac SurgeryNeurological SurgeryOral and Maxillofacial SurgeryPediatric SurgeryPlastic SurgeryThoracic SurgeryUrologic Surgery

SURG 5020. Surgery Core Clerkship. This is the third year clinical core rotation. For ten weeks each student in the third-year class is assigned to the surgical divisions of Vanderbilt University Hospital or Nashville Veter-ans Administration Medical Center. Under the direction and supervision of the staff, the student takes histories, does physical examinations and assists the staff in the diagnostic evaluation and clinical management of assigned patients. Half of each student's period of clinical work is in gen-eral surgery. The other five weeks of the clinical assignment provide two (2) rotations to the specialty services in Anesthesiology (VAH), Cardiothoracic (VUH,VAH), Interventional Radiology (VUH), Neurosurgery (VUH), Ophthal-mology (VUH), Orthopaedic Surgery (VUH), Otolaryngology (VUH), Pediat-ric Surgery (VUH), Plastic Surgery (VUH), Renal Transplant (VUH), Urology (VUH), Vascular Surgery (VUH), and Trauma (VUH). These rotations pro-vide exposure to a variety of patients with problems in general surgery and in the specialty fields of surgery. Members of the staff hold teaching ses-sions daily. Students go with their patients to the operating rooms where they are observers and assistants. An integral part of this clerkship is the core lecture series in surgery. Students will be assigned faculty preceptors for small group discussions. Third year.

SURG 5310. Reconstructive Urology. Students will join a team of at-tendings, fellows, and residents on the Reconstructive Urology service at Vanderbilt Hospital and Cool Springs Surgery Center. Students will par-ticipate in the operating room, clinics, outpatient procedures, didactics, and inpatient management for the Reconstructive Urology service. Com-mon issues encountered and treated on this service include incontinence, urethral stricture disease, erectile dysfunction, Peyronie's disease, voiding dysfunction, pelvic organ prolaspe, and neurogenic bladder. At the con-clusion of the two-week elective rotation, students will be able to take a focused urologic history and physical, understand the basics of evalua-tion and management of Reconstructive Urology issues, and appreciate the medical and surgical modalities utilized to diagnose and treat these patients. Additionally, the students will gain a familiarity with the use of evidence-based medicine as it applies to Reconstructive Urology.

SURG 5315. Introduction to Plastic Surgery. In this two-week elective, students will be exposed to the broad spectrum of plastic surgery includ-ing pediatric plastic surgery (cleft lip and palate, major craniofacial surgery, and other congenital and acquired anomalies), hand surgery, microvas-cular surgery, burn surgery, reconstructive surgery of the extremities, and breast, head, and neck reconstruction. They will also have the opportunity to be exposed to cosmetic plastic surgery including facial rejuvenation, breast enhancement and reduction, and other body contouring proce-dures. At the end of the rotation, students will have a much greater knowl-edge and appreciation of the role that plastic surgery plays in patient care.

SURG 5320. Cardiac Surgery Mechanical Support. This will be a two-week elective in the CVICU focusing on advanced mechanical support in cardiac surgery. The students will be given patients who are undergo-ing mechanical support which may include a left ventricular assist device,

Impella, ECMO, etc. Students will round with the team and present these patients. After rounds they will receive hands-on simulator training and re-view echocardiography images on cardiac surgery patients. Lectures will discuss the types of mechanical devices and hemodynamic assessment with pulmonary artery catheters and echocardiography. If for some reason there are no mechanical devices, students will care for the most complex patients in the ICU. At the conclusion of the elective, students will under-stand the different types of mechanical support, know advanced cardiac physiology, understand basic transesophageal and transthoracic echo-cardiography, have experience using echocardiography on a simulator, and will be able to present on extremely complex cardiac surgery patients.

SURG 5325. Fundamentals of Spine Surgery. Students participating in this elective will have an in-depth exposure to the diagnosis and surgical management of spine disorders. Students will spend several days each week in the neurosurgical operating room, observing and participating in cases ranging from the treatment of degenerative disorders to spinal tu-mors and spine trauma. Emphasis will be placed on learning key anatomic and surgical concepts that optimize patient outcomes. Students will also spend time with neurosurgery faculty in the outpatient clinic setting and develop practical experience with physical examination, clinical diagnos-tics, and treatment decision making. Student will participate in inpatient rounds, consults, and conferences such as the multidisciplinary spine conference and journal club. Much of the students' learning will occur in a case-based manner through exposure to individual patients, but didactic instruction will include several key readings and interactive discussion. At the conclusion of the two-week elective, students will understand the ba-sic paradigms used in the treatment of common spine disorders and the principles of basic neurologic exam of the spine patient. They will be famil-iar with the assessment of common neuroimaging and with key anatomic, physiologic, biomechanical, and oncological principles used to treat these disorders as well as non-operative strategies employed in both outpatient and emergency settings.

SURG 5330. Brain Tumors: A Surgical Perspective. This elective will offer an introductory exposure to the multidisciplinary approach used to treat patients with brain tumors. Students will spend several days each week in the neurosurgical operating room, observing and participating in cases including open and endoscopic resections of gliomas, metastases, meningiomas, and skull base tumors. They will have the opportunity to review the pathology specimens with the neuro-pathologists and attend the neurosurgical brain tumor clinic as well as the neuro-oncology and radiation oncology clinics. Students will participate in teaching rounds on the neurosurgery brain tumor service, sit in on discussions between fac-ulty and patients, and attend conferences such as brain tumor board and journal club. In addition to case-based learning, students will read sev-eral key readings and discuss these with faculty. At the conclusion of the two-week elective, students will understand the basic paradigms used in the treatment of common brain tumors. They will be familiar with surgical techniques used to treat brain tumors, and they will gain insight into the multidisciplinary aspect of oncology and techniques for communicating difficult news to patients.

SURG 5335. Pediatric Neurosurgery. Students participating in this elective will have an introductory exposure to the surgical treatment of neurologic disorders in children from infancy through adolescence. Each day will begin with attendance at morning report, where overnight con-sults and upcoming cases are discussed. Students will spend several days each week in the neurosurgical operating room, observing and par-ticipating in cases including resection of brain tumors, epilepsy surgery, and treatment of hydrocephalus, spine disorders, and trauma. Students will also spend time seeing patients in the clinic; participating in inpatient rounds and consults; sitting in on discussions between faculty, patients, and families; and attending conferences such as pediatric brain tumor board and journal club. In addition to case-based learning, students will read several key readings and discuss these with faculty. At the conclu-sion of the two-week elective, students will understand the basic para-digms used in the treatment of common neurologic disorders in children. They will be familiar with surgical techniques used to treat these disorders, and they will become familiar with non-operative strategies employed in both the outpatient and critical care settings and techniques for commu-nicating difficult news to patients.


SURG 5460. Plastic Surgery Elective. Are you interested in learning more about a surgical specialty that is so broad-based as to include all age ranges from pediatrics through geriatrics and virtually the entire body from head to foot? Are you interested in meeting with full-time faculty who are recognized nationally for their contributions to the specialty of plastic surgery? Are you interested in seeing patients and examining patients who have a broad variety of clinical problems? Are you interested in interacting with the faculty in a small group to discuss these problems in detail on a weekly basis? If so, I would encourage you to consider the plastic surgery elective as a part of your educational opportunities. Prerequisite: First year curriculum. Second year.

SURG 5470. Neurosurgery Elective. This elective course is available to first and second year M.D. students as a unique opportunity to have guided access to operating room experiences via the neurosurgery de-partment. Students will learn the basic protocol and be certified to scrub into a surgical procedure. First and second year.

SURG 5600. Transplantation Elective. The goal of this course is to introduce second-year students to the biological, clinical, and social as-pects of transplantation. The course will meet for thirteen or fourteen one-and-one-half hour sessions during the fall semester. The weekly format will be discussion of clinical issues in transplant recipients. The precep-tors will vary from week to week. The format may also vary depending on the wishes of the preceptors. Slides or other didactic material may be included, but the basic structure will be a seminar with questions to be answered and group discussion. A few faculty may bring transplant patients to the sessions to answer questions and interact with students. For students interested in watching transplant operations, there will be a sign-up sheet posted at the beginning of the course, and it is anticipated that a few students will have this opportunity. After the course is com-pleted, it is anticipated that the students will have a broad understanding of the vocabulary and concepts involved in organ transplantation. They will have a grasp of the basic biological and clinical issues of transplantation and be familiar with the most important social and ethical problems in the discipline. The students should also be aware of the major complications of transplantation. An attempt will be made to include in discussion areas of current investigation in transplantation biology. Prerequisite: First-year curriculum. This course may be cancelled for low enrollment. Second year.

SURG 5612. Subinternship in Surgery, VAH. Students rotating at the Veterans Administration Hospital can elect to spend time on general sur-gery, vascular surgery, or cardiothoracic surgery. They will be exposed to the full range of clinical activities of each of these services, and they will also have the opportunity to participate in preoperative evaluation, intraop-erative management, and postoperative care. There will also be a weekly clinic which the student will be expected to attend. Each service has a full complement of conference activities which the students will be expected to attend. There will be close observation of the student's activities by the house staff and by the attending staff, as well. If students are interested, ample opportunity will be provided to do a brief report for possible publica-tion. Prerequisite: Surgery 5020. Fourth year.

SURG 5614. Subinternship in Surgical Critical Care Medicine, VU. The Surgical Critical Care clerkship provides students with a multidisci-plinary approach to care of the critically ill surgical patient. Students will function in a supervised environment and be expected to fulfill the role of a surgical intern. The units are very active critical care facilities with state-of-the-art monitoring and support technology. The course content empha-sizes a physiologic approach to the care of critically ill general, vascular, transplant, geriatric, oncology, and emergency surgical patients. Students will gain experience with invasive hemodynamic monitoring, mechanical ventilation, enteral/parenteral nutrition, surgical infectious disease, and management of vasoactive medications. Topics such as cost containment, resource utilization, and medical ethics are an integral part of daily inten-sive care management. The patient care service consists of a surgical or anesthesia attending physician, a surgical critical care fellow, two mid-level surgical/anesthesia residents, and three surgical interns. Other staff avail-able in the units include clinical pharmacists, respiratory therapists, and advance practice nurses. Teaching rounds are made each morning with didactic lecture and case-discussions Monday-Thursday. Friday morning attendance of surgical grand rounds and resident teaching conference

is mandatory. A course syllabus containing management protocols and educational objectives is provided to all registrants. Evaluation of the stu-dent's performance is based on clinical knowledge, basic science applica-tion, integration into the team, and an essay examination given at the end of the rotation. Mid-rotation and final evaluations of each student will be conducted by the critical care fellow assigned to the unit, as well as the course director. Call expectations are one night each week and two week-end nights (total of six night-call shifts) during the rotation. Prerequisite: Surgery 5020. Fourth year.

SURG 5615. Subinternship in Vascular Surgery. This course will ex-pose the student to the physical assessment of the vascular patient with correlation of diagnostic testing. Treatment options will be discussed and vascular surgical techniques emphasized. Operation experience as well as conferences, rounds, and clinic participation is expected. Prerequisite: Surgery 5020. Fourth year.

SURG 5616. Subinternship in Emergency General Surgery. The EGS service is the primary general surgery service at Vanderbilt University Hos-pital which handles all emergent and urgent non-trauma surgical emergen-cies. The service responds to all consults in the Emergency Department, in-patient, and transfers from the surrounding 85,000 square miles. The common disease processes range from "bread and butter" general sur-gery (appendicitis and cholecystitis) to the abdominal catastrophe. Op-erative cases are done in the OR with open and laparoscopic techniques. Bedside surgery for critically ill patients is a common occurrence. The EGS service performs most of the ICU PEG's and perc. tracheotomies for the adult ICUs. The medical student extern experience on the EGS service is a concentrated experience on a busy general surgical service. The student will be an integral part of the team. Students will get to see initial surgical consultation, follow patients during their hospital stay, and participate dur-ing any operative intervention. The medical student extern is expected to take a minimum of 1:4 on call with the EGS consult resident. This allows the medical student an opportunity to experience what a surgical resi-dency is like. Evaluation will be based on feedback from faculty and the chief resident with whom you have worked. Prerequisite: Surgery 5020, Third-year core clerkships. Fourth year.

SURG 5617. Subinternship in Colon and Rectal Surgery. The colon and rectal surgery service at VUMC offers the opportunity for fourth year medical students to serve as subinterns. This affords the students the opportunity to take an active role in patient care while assuming some of the intern responsibilities when appropriate as well as being involved in the operating room. Operative cases range from open and minimally invasive/ laparoscopic colon and rectal procedures for inflammatory bowel disease, diverticular and other benign diseases, and neoplasia to procedures for benign anorectal conditions. Students will work very closely with the three colon and rectal surgery faculty in clinic and in the operating rooms which allows for personal attention and feedback. Requires approval through the Registrar's Office. Prerequisite: Surgery 5020. Fourth year.

SURG 5618. Subinternship in Hepatobiliary Surgery and Liver Transplant. This rotation provides a general exposure to the fundamen-tals of hepatobiliary surgery and liver transplantation. The student will be expected to see patients and be a part of their care preoperatively, intraoperatively, and postoperatively in the transplant clinics, in the OR, and on ward rounds. The student will participate in transplant operations at VUMC and organ procurements, which may be performed outside of VUMC. Finally, the student will attend all transplant conferences that are held during his or her rotation. Prerequisite: Surgery 5020. Fourth year.

SURG 5619. Subinternship in Gastrointestinal/Laparoscopic Sur-gery. The senior rotation of the GI/Lap service will expose the student to a broad variety of general surgical and advanced laparoscopic procedures. The student will be integrated into the four resident teams and will be expected to fully participate in activities-patient rounds, duties in the op-erating room, and all educational conferences. If desired, the student can choose to focus their clinic or OR time on a subset of the practice such as bariatric surgery, laparoscopic foregut surgery, or advanced endoscopic procedures and the faculty who perform them. Prerequisite: Surgery 5020. Fourth year.


SURG 5620. Subinternship in Neurological Surgery. The student works with the resident staff and attending staff on the neurosurgical ser-vice at Vanderbilt University Hospital participating in the diagnosis and management of patients with neurosurgical problems. Prerequisite: Sur-gery 5020. Requires faculty pre-approval. Fourth year.

SURG 5621. Subinternship in Surgical Critical Care, VAH. This gen-eral surgery clerkship at the Veterans Administration Hospital provides students with a multidisciplinary approach to care of the critically ill sur-gical patient. Students will function in a supervised environment and be expected to fulfill the role of an intern. The course content emphasizes a physiologic approach to the care of critically ill general, cardio-vascular, vascular, orthopaedic, urology, ENT, and neurosurgical patients. Students will gain experience with invasive hemodynamic monitoring, mechanical ventilation, enteral / parenteral nutrition, surgical infectious disease, and management of vasoactive medications. The patient care service consists of a surgical or anesthesia attending physician, a critical care fellow, and a surgical or anesthesia intern. Teaching rounds are made each morn-ing Monday-Friday. The student will be expected to attend the didactic lecture series at 11:00 a.m., along with the other interns and medical stu-dents rotating through Vanderbilt SICU and Neuro-ICU. A course syllabus containing educational objectives is provided to all registrants. Evaluation of the student's performance is based on clinical knowledge, basic sci-ence application, and integration into the team. There are no call expecta-tions for this rotation. Prerequisite: Surgery 5020. Fourth year.

SURG 5623. Subinternship in General Surgery at St. Thomas. Stu-dents rotating at St. Thomas Hospital can elect to spend time on general surgery and vascular surgery, along with exposure to urology, gynecologic oncology, ENT and cardiothoracic surgery. They will be exposed to the full range of clinical activities of each of these services, and they will also have the opportunity to participate in preoperative evaluation, intraoperative management, and postoperative care. There will also be a weekly clinic which the student will be expected to attend. There will be close obser-vation of the student's activities by the house staff and by the attending staff, as well. If students are interested, ample opportunity will be provided to do a brief report for possible publication. Prerequisite: Surgery 5020. Fourth year.

SURG 5630. Subinternship in Cardiac Surgery. This course consists of an intensive four-week exposure to the patient care activities of the cardiac surgical service. Faculty will consist of members of the Depart-ment of Cardiac Surgery. Students will have the opportunity for extensive exposure to patients with a wide variety of clinical problems in acquired/congenital cardiac disease including coronary atherosclerosis and its in-traoperative (coronary bypass) and percutaneous (coronary stent place-ment) management in the "hybrid OR," repair of cardiac valve disease using the standard and minimally invasive approaches, management of cardiac failure including ventricular assist devices, and cardiac transplan-tation. By special arrangement, students may rotate on pediatric cardiac surgery for their four-week rotation. The educational environment will be the outpatient clinic, operating room, ICU, and general care wards. Formal teaching conferences and didactic lectures will be provided weekly. Pre-requisite: Surgery 5020. Fourth year.

SURG 5632. Subinternship in Thoracic Surgery. This course consists of an intensive four-week exposure to the patient care activities of the thoracic surgical service. Faculty will consist of members of the Depart-ment of Thoracic Surgery. Students will have the opportunity for exten-sive exposure to patients with a wide variety of clinical problems including staging and treatment of lung cancer, esophageal cancer, management of advanced thoracic neoplasms including pulmonary metastases and malignant pleural effusion, reoperative thoracic surgery, and management of end-stage lung disease with lung volume reduction surgery and lung transplantation Specific attention to multidisciplinary care in thoracic sur-gery, clinical trials, and health care outcomes will be provided. The educa-tional environment will be the outpatient clinics, operating room, ICU, and general care wards. Formal teaching conferences and didactic lectures will be provided weekly. Prerequisite: Surgery 5020. Fourth year.

SURG 5634. Subinternship in Cardiothoracic Surgery, VAH. The Vet-erans Administration Hospital fourth-year mission is to provide students with the opportunity to experience a broad spectrum of cardiothoracic

patient interactions from the clinic to the OR to the bedside and beyond. Building upon the third year of medical education, the fourth-year student will be incorporated into the surgical team as a subintern and function at the level of an intern. The student will be expected to identify, discuss, and outline therapeutic options for common surgical pathologies from the simple to the complex. The student will attend the thoracic OR on Mon-days and clinic on Fridays. Tuesdays, Wednesdays, and Thursdays will be spent covering the cardiac surgery service. The focus will be technical in nature and the student should arrive with basic suturing and knot typ-ing expertise. Over the course of four weeks, the goal will be to inspire a quest for surgical knowledge and technique that will be the impetus for a surgical career. The student will develop an understanding of the processes at work in defining thoracic pathology and the operative tech-niques employed to surgically correct or remove it. Prerequisite: Surgery 5020. Fourth year.

SURG 5640. Subinternship in Urology. The student will work with the full-time faculty and the urology resident staff in the day-to-day care of patients on the urology service. This clerkship will provide an in-depth experience in the care and treatment of a patient population that is com-monly seen at a tertiary care hospital. Operative experience will be quite extensive. Participation on this clerkship also involves attendance at the various department-wide conferences held from time to time during the week. This is an intensive and comprehensive clerkship for those con-sidering urological residency or other postgraduate surgical training, or for those seeking an overview of urologic surgery position. Prerequisite: Surgery 5020. Fourth year.

SURG 5660. Subinternship in Pediatric Surgery. This course provides an opportunity for students to work on the wards and in the outpatient department caring for children in pre-operative, operative, and post-oper-ative periods and attending both pediatric and surgical conferences. Daily rounds are held. Prerequisite: Surgery 5020, Pediatrics 5020. Fourth year.

SURG 5670. Subinternship in Surgical Oncology. This general sur-gery course offers inpatient and outpatient clinical experience in treatment of patients with primary as well as recurrent or inoperable malignant tu-mors at Vanderbilt University Hospital. Emphasis is on principles of com-prehensive management of patients with malignant disease. The student will gain experience in the multimodality treatment approach to cancer. Prerequisite: Surgery 5020. Fourth year.

SURG 5680. Subinternship in Plastic Surgery. The student works with the plastic surgery faculty and residents on the plastic surgery service at Vanderbilt University Hospital, participating in the diagnosis and man-agement of patients, with a wide variety of reconstructive and aesthetic problems. This includes surgery of the hand, the breast and trunk, the head and neck, and the lower extremity. Patients range from pediatric to geriatric age groups and problems vary from congenital to acquired including deformity from neoplasm, burns, and trauma. Prerequisite: Sur-gery 5020. Fourth year.

SURG 5690. Subinternship in Kidney/Pancreas Transplantation. This course is offered by the Department of General Surgery. Students will work with the resident and full-time staff on the transplantation service. Ex-perience will be provided in pre-operative, operative, and post-operative management of patients who have had a kidney and/or pancreas allograft. The student will have an opportunity to study methods of tissue typing, organ preservation, and immunosuppression. Ward rounds daily. Prereq-uisite: Surgery 5020. Fourth year.

SURG 5700. Clerkship in Oral Surgery. Senior medical students will work with the residents and staff in the diagnosis and management of oral surgical problems. There will be participation in the management of a wide range of surgical problems, including temporomandibular joint dis-ease, facial trauma, growth abnormalities, and benign lesions. There will also be experience in minor surgical procedures of the mouth, for example, extraction of teeth. Prerequisite: Surgery 5020. Fourth year.

SURG 5850. Subinternship in Trauma. The Vanderbilt University Trau-ma Center provides an integrated approach to the multiply injured patient. The student will be introduced to the three basic components of trauma care: pre-hospital care, hospital care, and rehabilitation. The pre-hospital care component includes exposure to the Life Flight program, the Metro


Ambulance Service, and the initial resuscitation and assessment in the Emergency Room. The hospital care component of the elective allows ac-tive participation on the inpatient trauma service, including the assessment of difficult problems in intensive care medicine and rehabilitation. Students are expected to become proficient in a wide variety of bedside procedures in a supervised setting. An essay examination is given at the end of the ro-tation. Prerequisite: Surgery 5020. Faculty approval required. Fourth year.

SURG 5930. Preparation for the Surgical Internship. The goal of this course is to arm fourth year medical students entering general surgery or a surgical specialty with the skills and understanding needed to hit the wards as a resident. The curriculum for the course has been developed by the American College of Surgeons in conjunction with the Association for Surgical Education and Association of Program Directors in Surgery. These activities and sessions include mock pages, bedside procedures, operative anatomy using cadaveric dissections, basic open and laparo-scopic skills, airway management and simulation scenarios, and will be led by some of Vanderbilt’s best clinical teachers. At the end of the course, students should feel prepared to enter a surgical internship and under-stand their own strengths and weaknesses as they prepare for surgical training. Fourth year. February.

SURG 5980. Subinternship in Pediatric Urology. The student will work with full-time faculty and the urology resident staff in the day-to-day care of patients on the pediatric urology service. This clerkship will provide an in-depth experience in the care and treatment of both in-hospital and out-patient urological problems. Participation in the clerkship will also involve attendance at the various department-wide conferences held during the week. This clerkship is intended for those considering a urological resi-dency or considering a residency in pediatrics. Prerequisite: Surgery 5020. Fourth year.

SURG 6100. Special Clinical Study—Vanderbilt. Each student arrang-es an independent study with a mentor and completes a period of clinical work. Approval required.

SURG 6150. Special Research Study—Vanderbilt. Each student ar-ranges an independent study with a mentor and completes a period of research work. Approval required.

SURG 6200. Special Study—Pre-Clinical. Each student arranges an independent study with a mentor and completes a period of clinical or research work. Approval required.

SURG 7100. Special Clinical Study—Non-VU. Each student arranges an independent study with a mentor and completes a period of clinical work away from Vanderbilt. Approval required.

SURG 7150. Special Research Study—Non-VU. Each student ar-ranges an independent study with a mentor and completes a period of research work away from Vanderbilt. Approval required.

Clinical InvestigationCourses leading to the Master of Science in Clinical Investigation

MSCI 5000. Drug and Device Development. This seminar-style course is designed to provide an overview of the drug and device development process. We will cover issues of drug discovery, pre-clinical drug develop-ment, Phase I through Phase IV human testing, device development, and the role of the FDA in regulatory affairs. First year. Summer.

MSCI 5001. Grant Writing I (Also listed as PUBH 5517). Principles of scientific written and oral communication, with a focus on grant writing will be discussed. The principles of scientific grant writing will include how to write the background and significance, previous work, and methods sec-tions. Students will review grants submitted to public health service study sections, participate in a mock study section, and prepare a sample grant application. Enrollment is limited. First year. Summer.

MSCI 5002. Medical Writing for Clinical Investigators. This course is designed to teach clinical investigators medical writing skills required to publish scientific articles in peer-reviewed medical journals. Since can-didates in the M.S.C.I. program are expected to complete their master's theses based on their research projects in the spring of year two, this

course is scheduled prior to this deadline to assist students in writing their theses. Teaching will consist of demonstrations and discussions of how to improve the writing quality using each student's thesis-in-progress as an example. Each student will be expected to write and revise his or her master's thesis as course work. No additional written assignments will be required. Second year. Spring.

MSCI 5003. Molecular Medicine. The Molecular Medicine course will provide an overview of basic cellular and molecular processes to acquaint physicians who have been engaged in clinical training with recent advanc-es in these areas. Each module of the course will consist of didactic lec-tures addressing a fundamental process followed by clinical illustrations to demonstrate the relevance of molecular biology to clinical medicine and investigation. In general, the fundamental didactic lectures will be deliv-ered by basic science faculty and the clinical illustrations will be presented in a case-oriented fashion by a member of the Department of Medicine or other clinical department. First year. Spring.

MSCI 5005. Case Studies in Clinical Investigation I. First year M.S.C.I. students will present their project plans for class discussions. The format will be in a studio design. Students will be presenting their M.S.C.I. proj-ects in the presence of three to four experts selected from VU faculty. It is anticipated that the studio will take place prior to submission of the project for IRB or CTSA application (if applicable). The students are expected to initiate the studio process as soon as they are accepted in the program. This course is graded pass/fail. First year.

MSCI 5009. Biostatistics I. This course will teach modern biostatistical skills. Students will use statistical software to learn data analysis meth-ods using actual clinical research data sets. Students will also learn about statistical power and sample size calculations using the software nQuery Advisor. An emphasis will be placed on performing statistical analyses and interpreting output. Commonly used statistical methods will be explained as well as the techniques that experienced biostatisticians use to analyze data. All students will be encouraged to bring a data film from their M.S.C.I. project to class to stress hands-on learning with clinical research data. First year. Fall.

MSCI 5015. Biostatistics II. The objectives of this course include fun-damental biostatistical concepts related to multivariable analyses in exis-tence of confounding and effect modification. Topics include Student's t-test, one-way ANOVA, linear, binary logistic, proportional odds logistic, and Cox proportional-hazard regressions with emphasis in checking mod-el assumptions. Basic concepts on repeated measures analysis including a mixed-effect and GEE regression models. Proper strategies for devel-oping reliable multivariable models. Proper strategies for developing reli-able multivariable models in prognostic-diagnostic research, randomized controlled trial, and observational study for causation. Prerequisite: MSCI 5009 and MSCI 5030. First year. Spring.

MSCI 5016. Research Skills. This course offers basic instruction and practical advice on a variety of issues and skills related to the conduct of clinical research, often with computer demonstrations. First or second year. Fall, Spring.

MSCI 5017. Clinical Career Seminars. Topics of discussion will include academic “rules of the road,” time management, promotion/tenure issues, grants management, and overall program evaluation. Candidates will hone their scientific communication skills through an annual presentation at this forum. Fall, Spring.

MSCI 5021. Master’s Research I. Completion of a mentored research project is a required component of the MSCI program. The research must be patient-oriented and involve direct measurements on patient-derived samples or the use of investigational therapeutic or diagnostic techniques. This course is graded pass/fail.

MSCI 5022. Master’s Research II. Completion of a mentored research project is a required component of the MSCI program. The research must be patient-oriented and involve direct measurements on patient-derived samples or the use of investigational therapeutic or diagnostic techniques. This course is graded pass/fail.

MSCI 5023. Master’s Research III. Completion of a mentored research project is a required component of the MSCI program. The research must


be patient-oriented and involve direct measurements on patient-derived samples or the use of investigational therapeutic or diagnostic techniques. This course is graded pass/fail.

MSCI 5024. Case Studies in Clinical Investigation II. This course is designed to simulate a thesis defense. Overall, second-year M.S.C.I. stu-dents are expected to give a presentation to the class on the progress of their selected M.S.C.I. project or their project completed during the pro-gram. The extent of the presentation will depend on the accomplishments made. If requested, a studio format can be utilized. This course is graded pass/fail. Second year. Spring.

MSCI 5025. Research Extension. This course allows for an extension on the research project.

MSCI 5028. Data Management. The objective of this elective course is to teach students the fundamentals of research data planning, col-lection, storage, dissemination and manipulation. Several software tools will be employed, but primary ideas should transcend individual applications(especially versions) and ultimately serve students by provid-ing tools for use in data management for clinical investigation. Spring al-ternate even years.

MSCI 5029. Research Ethics and Scientific Integrity. This course is a systematic examination of the ethical concepts and standards of biomedi-cal science and research integrity. Its aim is to provide trainees in the bio-medical sciences and clinical research a framework in which to recognize, examine, resolve, and prevent ethical conflicts in their professional work. First year. Summer.

MSCI 5030. Epidemiology I. Introduction to epidemiology with an em-phasis on clinical practice. Includes use of data to study disease etiology, prognosis and treatment. concepts of interpreting tests, predicting out-comes, choosing treatments and reading medical literature emphasized. First year. Fall.

MSCI 5044. Clinical Trials. Design and data analysis for clinical trials in biomedical research. Primary topics include specification of objectives, ethical guidelines, randomization, blinding, design options, sample size determination and data analysis appropriate for non-standard designs such as crossover, nested, factorial and group allocation designs. Other topics include role of clinical trials in FDA drug approval process, meta-analysis and management of clinical trial data. Emphasis is on practical use of methods rather than formal statistical theory. Summer.

MSCI 5099. Independent Study. Students may choose a topic for in-dependent study.

Health Professions EducationCourses leading to the Master of Health Professions Education

MHPE 5510. Introduction to Capstone Project. The Capstone project serves as a demonstration of competency in the program. Proposal possi-bilities will ordinarily be completed in a cohort team and assigned from a list of approved projects solicited from health professions schools. The project will be developed in collaboration with a faculty mentor, who will serve to guide the student through the completion of the project during the spring semester, Year 2. Students will continue to meet with mentors throughout the program to sustain sufficient project progress. First year. Fall [1]

MHPE 5511. Proseminar In Health Professions Education: Topics, Issues, and Educational Scholarship. This course is designed to intro-duce students to current issues facing health professions education in preparation for a topic for inquiry for the program capstone project, and as elaborated by the ideas of educational scholarship of Boyer & Glassic. First year. Fall [2]

MHPE 5512. How People Learn: Learning Theories and Research. This course is a survey of selected theories and principles of learning and the research that informs them as they address the active engagement of students, their learning for deep understanding, the demonstration of their competence and our best practices of teaching that support learning. First year. Fall [3-4]

MHPE 5513. Logic of Systematic Inquiry: introduction to Experi-mental and Quasi-experimental Designs. Students will focus on both experimental and quasi-experimental research methodologies and threats to valid conclusions from these designs. The course will also address the critical evaluation of reports, library research skills, and organizing an inte-grative review of existing theory and research. First year. Spring [4]

MHPE 5514. Survey Design and Research. This is an introductory course on survey research methods, with an emphasis on surveys in organizations. The objective is to provide students with the knowledge and tools necessary to design survey tools, conduct survey research, and interpret survey results. First year. Spring [2]

MHPE 5515. Principles of Assessment: Measurement Theory, Assessment Principles and Tools. Students will examine the compre-hensiveness, validity, precision, feasibility, and educational considerations of select assessment methods of learners in health professions education; students will survey tools and their appropriate application to determining the outcomes of learning. Normative and mastery models of learning and implications for the quality of assessment tools under each model will be discussed. First year. Summer [2]

MHPE 5516. Qualitative and Quantitative Analytic Methods. The focus of this course is on the basic tools of analysis from both quantita-tive and qualitative design perspectives. The course will include a critical analysis of commonly used quantitative methods, an introduction to quali-tative methods, and mixed methodologies for combining these two often dissimilarly held approaches. First year. Summer [4]

MHPE 5520. Instructional Design and Strategies for Learning. This course offers a critical examination of various instructional designs and strategies that give students the opportunity to learn and practice to achieve the results desired from instruction. Second year. Fall [3]

MHPE 5521. Curriculum Development and Improvement: Continu-ous Quality Improvement. This course offers a systematic approach to developing courses, programs, and other curricula by starting with outcomes and impact desired and working backwards to specify results, learning activities, and resources required. Students will be introduced to the principles of sustained curricular improvement through a continuous quality improvement process. Second year. Fall [3]

MHPE 5522. Leadership Theory and Behavior. This course provides an overview of the theories and best practices correlated to effective lead-ership. The major foci will be an examination of leadership competencies; customization of leadership strategies based on individual, team, and organization dynamics; and how leaders maximize personal and organiza-tional effectiveness. Second year. Spring [3]

MHPE 5523. Innovation and Leading Change. This course offers an examination of the role of leadership in the disruptive nature of innovation. Included will be vision building, strategies for managing barriers to change, engaging champions, and preventing change fatigue from derailing initia-tives. Second year. Spring [3]

MHPE 5524. Topics in Health Professions Education Leadership. Selected readings will be designed for the student to bring together the full spectrum of the program goals to reflect upon the ways in which leaders act as change agents within teams. Second year. Summer [2]

MHPE 5525. Capstone Project. The Capstone Project offers an oppor-tunity for students to address a substantial issue related to their profes-sional work and to design and implement a scholarly approach toward its solution. The project must be of suitable scholarship that it will stand for critical analysis to a local, regional, or national peer group. All students are required to present their work in a Capstone Project Day to complete their degree requirements. Second year. Summer [4]

MHPE 5530. Independent Study: Special Topics in Health Profes-sions Education. This is a required course to give students an opportu-nity to gain further knowledge and skills in a focused area that are not cap-tured by the core program threads. The study will be individually crafted under the guidance of an advisor to offer a wide range of possible experi-ences, with the approval of the program director. [2]


MHPE 5531. Independent Study: Curriculum Development, Instruc-tional Design and Assessment Topics in HPE. This course gives stu-dents an opportunity to gain further knowledge and skills through a focus study of curriculum, instruction and assessment issues in health profes-sions education. The study will be individually crafted under the guid-ance of an advisor to offer a wide range of possible experiences, with the approval of the program director.

MHPE 5532. Independent Study: Leadership as Change Agent Topics in HPE. This course gives students an opportunity to gain fur-ther knowledge and skills through a focus study of issues related to lead-ing change in health professions education. The study will be individually crafted under the guidance of an advisor to offer a wide range of possible experiences, with the approval of the program director. [2]

MHPE 5533. Independent Study: Scholarly Topics in Health Pro-fessions Education. This course gives students an opportunity to gain further knowledge and skills through a focused study in developing a researchable question that contributes to our best practices in health pro-fessions education. The study will be individually crafted under the guid-ance of an advisor to offer a wide range of possible experiences, with the approval of the program director. [2]

AudiologyCourses leading to the Doctor of Audiology

AUD 5227. Anatomy and Physiology of Hearing Mechanisms. A comprehensive description of the anatomy and physiology of the periph-eral and central auditory systems in normal and impaired populations. In-cludes a clinically oriented review of neuroanatomy focused on the major sensory and motor pathways. Fall.

AUD 5303. Hereditary Hearing Loss. Hereditary aspects of hearing loss in infants, children, and adults. Genetic bases of hearing loss, modes of inheritance, characteristics of syndromic and non-syndromic hearing losses. Collaboration with geneticists and genetic counselors. Recent de-velopments and issues in evaluating and managing patients with genetic hearing loss. Summer.

AUD 5310. Measurement of Hearing. The theory and practice of hearing measurement, with emphasis on routine clinical and screening audiometric techniques, testing environment, audiometric standards and calibration, applied impedance measurements, and interpretation of au-diometric tests. Fall.

AUD 5318. Educational Audiology and Aural Habilitation for Chil-dren. A survey of approaches to aural rehabilitation for children. Specific focus will be on intervention for children with hearing loss in educational and other habilitative settings. Spring.

AUD 5325. Pediatric Audiology. A survey of methods and procedures used in the evaluation of the auditory function and management of neo-nates, infants, and young children. Includes identification and intervention procedures. There will be review of special populations of children with hearing loss. Fall.

AUD 5327. Hearing Loss and Speech Understanding. This course examines various factors that may affect the speech understanding of per-sons with hearing loss. The contribution to the unaided and aided speech understanding of persons with hearing loss of (1) subject factors, such as degree of hearing loss, and deficits in frequency and temporal resolution, and (2) environmental factors, such as the level and type of background noise, reverberation, and talker characteristics, will be examined. Methods for predicting speech understanding will also be discussed. Spring.

AUD 5328. Psychoacoustics. Psychoacoustic theory and methods. Audi-tory perception in normal hearing and hearing impaired subjects. Spring.

AUD. 5332. Pathology of the Auditory System. A study of pathologies involving the peripheral auditory system arising from genetic factors, dis-ease, and trauma, with emphasis applied to presenting signs/symptoms, and medical/audiological management. Fall.

AUD. 5333. Microbiology and Pharmacology for Audiology. An examina-tion of the microbial etiology and pathogenesis of acute otitis media and those microbial/host/environmental risk factors associated with infection, the primary mechanisms of antimicrobial resistance commonly encoun-tered in middle ear infections, and how this process impacts upon the therapeutic selection of an antimicrobial agent. The course will identify the potential role of biofilm formation in the middle ear as a potent virulence factor for recurrent disease. Spring.

AUD 5337. Auditory Clinical Electrophysiology. This course will cover basic concepts in electrophysiological and electromagnetic recordings (e.g., electrode types/uses, far and near field recordings, volume conduc-tion, dipole sources). Recording of both near and far-field electrical re-sponses emitted by peripheral and central nervous system will be studied. Recording techniques and interpretation of conventional clinical evoked potentials (e.g., electrocochleography, auditory brainstem response, so-nomotor responses, electroneurography) will be covered. Special topics will include: audiometric applications of these evoked potentials (e.g., for infant hearing screening and special needs populations, and intraop-erative neurophysiological monitoring). There will be extensive laboratory practica conducted within and outside the classroom. Spring.

AUD 5339. Amplification I. Background and development of the design of hearing aids, ear mold acoustics, electroacoustic characteristics, per-formance standards and measurement techniques, clinical selection and evaluation procedures. Corequisite: AUD 5340. Spring.

AUD 5340. Lab: Amplification I. Laboratory that stresses instruction and practice in basic hearing aid techniques including Otoscopic examina-tion, ear impressions, electroacoustic evaluation and probe microphone techniques. Corequisite: AUD 5339. Spring.

AUD 5345. Amplification II. Advanced topics in amplification including advanced probe microphone techniques, single and multi-channel com-pression systems, analog and digital signal processing, and current and emerging prescriptive and fitting verification methods. Fall.

AUD 5346. Vestibular Sciences I. This course offers an in-depth ap-proach to the basic assessment of the dizzy patient. Subject matter will in-clude; where the vestibular system assessment falls in the audiology scope of practice, detailed anatomy and physiology of the peripheral and central vestibular, ocular motor, and postural control systems; bedside testing, in-troduction to both electrical and video techniques for recording the ves-tibulocular reflex; case history and bedside assessment of the dizzy patient, and the technique and interpretation of video and electronystagmography. Students will be expected to conduct practica outside the classroom. Fall.

AUD 5347. Vestibular Sciences II. This course will focus on the descrip-tion of advanced assessment techniques including whole body, yaw axis sinusoidal harmonic acceleration testing and step testing, and techniques for the assessment of the otolith system including on and off-axis centrifu-gation, and both cervical and ocular vestibular evoked myogenic poten-tials. A module will be taught on the topic of peripheral and central disease and disorders affecting the vestibular system. Embedded in this module will be a section describing the multidimensional assessment of falls risk, disequilibrium of aging and the medical/surgical and non-medical man-agement (i.e., vestibular rehabilitation) of vestibular system impairments. A final module will focus on how results of the vestibular test battery form predictable patterns. Students will be expected to conduct practica out-side the classroom. Prerequisite: Successful completion of Vestibular Sci-ences I. Summer.

AUD 5350. Vestibular Sciences III: Sensory and Motor Control of Posture. This course will cover the neural mechanisms of postural control. Multisensory integration and biomechanics that contribute to static and dynamic posture will be explored. Normal and abnormal development, ag-ing, and learning will be presented. The effects of pathology on postural control will be discussed. Technology including computerized dynamic posturography will be used to demonstrate concepts. Prerequisite: Suc-cessful completion of Vestibular Sciences I and II, or permission from the instructor. Fall.

AUD 5353. Amplification III. Design and evaluation of auditory prosthe-ses for listeners with hearing loss. Industrial audiology including testing,


training, and intervention protocols. A discussion of noise levels, OSHA guidelines, noise-induced hearing loss, and hearing protection in work and leisure activities. Spring.

AUD 5354. Cochlear Implants. This course covers basic principles of electrical stimulation of neural tissue, cochlear implant design, as well as the history of cochlear implants. Further it will cover current issues in the medical, audiological, speech/language, and educational management of adults and children with cochlear implants -- emphasis on multidisciplinary team function. Prerequisite: AUD 5318. Spring.

AUD 5355. Clinical Externship. Graded pass/fail. Fall, Spring, Summer.

AUD 5359. Audiometric Instrumentation and Calibration. An introduc-tion to fundamental concepts in electronics and computer science and to instrumentation used in the hearing clinic or research laboratory for produc-ing, measuring, and analyzing audio signals. Standards and procedures for calibration measurements, with practical hands-on experience. Fall.

AUD 5361. Family-Centered Counseling and Interviewing. Examines the helping relationship in the clinical process, counseling theory relative to audiology practices, and principles and methods of effective clinical interviewing and counseling. Summer.

AUD 5362. Sign Language for Audiologists. This introductory course includes basic communication skills of American Sign Language (e.g., non-manual markers, finger spelling, numbers, basic vocabulary, classi-fiers, ASL linguistic structure), the sign system continuum, culture implica-tions, and media resources available. Spring, Summer.

AUD 5363. Hearing and Aging. A survey of major concepts in gerontol-ogy, including demographics, psychosocial aspects of aging, biology of aging, and clinical conditions of the older adult. Physiological changes within the aging auditory system, and clinical issues in audiological as-sessment and intervention with older hearing-impaired patients. Fall.

AUD 5365. Business and Financial Management. An overview of ac-counting practices, marketing, and operations management as they relate to management of an audiology practice. Topics discussed include finan-cial reporting, budgeting, pricing, billing and coding, regulatory issues, and human resource management. Students are required to design an audiol-ogy practice and develop a business plan as part of this course. Spring.

AUD 5367. Professional Issues and Ethics for Audiologists. Exam-ines professional issues in audiology including malpractice, quality im-provement, marketing, credentialing, diversity, and legislation. Emphasis will be given to issues of ethics and clinical integrity in the practice of the profession of audiology. Fall.

AUD 5368. Clinical Research Design and Statistical Analysis. Cov-ers reliability, internal and external validity of group study designs, single subject designs, basic descriptive and inferential statistics, core measures in epidemiology, and conventions for reporting statistics. Summer.

AUD 5374. Overview of Intraoperative Monitoring. A basic introduc-tion to intraoperative neurophysiologic monitoring, including observation time in the operating room. May Session.

AUD 5580. Introduction to Clinical Case Conference. This course introduces students to the weekly case conference where clinical case studies will be presented. Fall.

AUD 5581. Capstone I. Capstone projects may take several forms in-cluding research-based investigations, evidence-based position papers, business plans, critical literature reviews with applications to clinical prob-lem solving, grant proposals, development of clinical protocols based on published research findings, etc. In Capstone I, students will identify an appropriate capstone committee and define their capstone projects and submit and defend a capstone proposal. Fall, Spring, Summer.

AUD 5582. Capstone II. In Capstone II, students will complete their cap-stone project. The capstone project culminates in an oral defense of a formal manuscript which has been submitted to the student's capstone committee. Fall, Spring, Summer.

AUD 5583. Practicum and Clinical Case Conference. This course in-cludes attendance at weekly case conferences where clinical case studies

will be presented. The grade for this class will include clinical performance and attendance. Fall, Spring.

AUD 5584. Independent Practicum. This course allows students to continue work toward degree requirements. Fall, Spring, Summer.

AUD 5586. Summer Practicum. This course includes attendance at weekly case conferences where clinical case studies will be presented. The grade for this class will include clinical performance and attendance. Summer.

Education of the DeafCourses leading to the Master of Education of the Deaf

MDE 5207. American Sign Language. This intermediate course in American Sign Language includes a more in depth look at the linguistics of ASL (e.g., morphology, phonology, syntax, and semantics) and current readings and research in the field. Prerequisite: 3 credit ASL/Sign Lan-guage Class. Offered as needed. Spring.

MDE 5207. American Sign Language I. This introductory course in-cludes basic communication skills of American Sign Language and "con-tact" language (e.g., nonmanual markers, fingerspelling, numbers, basic vocabulary, and classifiers), the sign system continuum, culture implica-tions, and media resources available. Open to all Hearing and Speech students. Requires faculty approval. Fall only.

MDE 5208. American Sign Language II. This is an intermediate course in American Sign Language that includes an in-depth look at the linguistics of ASL (e.g., morphology, syntax, phonology, and semantics) and current readings and research in the field. Prerequisite: One 3-credit, college level course in ASL. Requires faculty approval. Spring only.

MDE 5308. Language and Literacy in Children with Hearing Loss. This course presents an overview of normal language acquisition and the challenges imposed by a hearing loss. A variety of methods and materials to develop oral and written language and reading will be included. Practi-cal methods of assessment, supportive strategy development, and cur-ricular adaptations for children with hearing loss will be explored. Summer.

MDE 5312. Psychology and Culture of the Deaf. Presentation and discussion of significant historical and current issues relating to the deaf population. Primary focus will be on psychological development, educa-tional/methodological models, and deaf culture. Although the principal focus is on the psycho/social and cognitive/intellectual development of deaf individuals through the lifespan, a general survey of other areas of exceptionality is made with emphasis on the implications for the deaf child with additional disabilities and/or special needs. Spring.

MDE 5320. Introduction to Amplification for Infants and Children. Designed for deaf education and speech-language pathology students. Current issues and trends in conventional amplification for infants and children. Selection, fitting, verification, and validation of traditional amplifi-cation options will be addressed including directional vs. omnidirectional microphones, analogue vs. digital instruments, monaural vs. bilateral fit-tings, and real-ear measures vs. functional aided gain. Hearing aid reten-tion, maintenance, and troubleshooting techniques are addressed. Fall.

MDE 5322. Children with Hearing Loss and Additional Disabilities. A survey of methods, procedures, and observational techniques used in the identification and evaluation of children with physical, cognitive, and/or emotional disabilities. An interdisciplinary perspective informs the course with particular attention to identifying characteristics of special popula-tions that are atypical of children with hearing loss. Summer.

MDE 5354. Cochlear Implants. This course covers basic principles of electrical stimulation of neural tissue, cochlear implant design, as well as the history of cochlear implants. Further it will cover current issues in the medical, audiological, speech/language, and educational management of adults and children with cochlear implants -- emphasis on multidisciplinary team function. Prerequisite: AUD 5318. Spring.

MDE 5356. Internship/Externship: MDE/Specialty Track. A three-week, intensive, full-time clinical or classroom placement during the month


of May in an auditory-oral environment designed specifically to meet the student's individual interests and needs. Summer, Spring.

MDE 5358. Field Experience in Deaf Education. Students will de-velop appropriate skills for providing services to children with hearing loss in group settings; will collaborate with professionals in audiology and speech/language pathology; will plan sessions for family-centered intervention emphasizing communication development or plan lessons; will prepare or review individual family service plans (IFSPs) or individual education plans (IEPs); will assess speech, language, listening, cognitive, motor, and social development of children and will evaluate effectiveness of services. Fall, Spring, Summer.

MDE 5372. Seminar in Deaf Education. Supports student development of organizational skills that will facilitate the completion of requirements for the master's degree in education of the deaf and the transition from graduate school to a profession in deaf education. Emphasis is placed on the development of a professional portfolio, a review of certification requirements, and skill development in job searching including resume writing and interviewing skills. Spring.

MDE 5390. Curriculum and Methods for Deaf Children. Presentation and discussion of current issues, methods, and materials involved in pro-viding successful educational programming for children with hearing loss both in special programs and in inclusionary settings. This includes the adaptation of regular curriculum and instructional procedures for students with hearing impairments. Focus is on assessment of academic skills and individualizing instruction. Students gain practical experience in planning, carrying out, and evaluating lessons and are exposed to a variety of edu-cational materials and methods. Spring.

MDE 5392. Teaching Children with Hearing Loss to Listen and Speak: Early Childhood Development. Theories of and methods for developing auditory perception and spoken language skills in deaf and hard-of-hearing children. The purpose of this course is to increase stu-dents' skills in assessing and developing speech, auditory functioning, and phonologic awareness in deaf and hard-of-hearing children in early childhood development. Fall.

MDE 5393. Teaching Children with Hearing Loss to Listen and Speak: Assessment. Theories of and methods for developing auditory perception and spoken language skills in deaf and hard-of-hearing chil-dren. The purpose of this course is to increase students' skills in assessing and developing speech, auditory functioning, and phonologic awareness in deaf and hard-of-hearing children. In the fall, the focus will be early childhood development. The focus of this course is assessment in early childhood. Spring.

MDE 5394. Teaching Children with Hearing Loss to Listen and Speak: Intervention. Theories of and methods for developing auditory perception and spoken language skills in deaf and hard-of-hearing chil-dren. The purpose of this course is to increase students' skills in assessing and developing speech, auditory functioning, and phonologic awareness in deaf and hard-of-hearing children. In the fall, the focus will be early child-hood development. The focus of this course is intervention. Summer.

MDE 5584. Independent Practicum. This course allows students to continue work toward degree requirements. This course is graded pass/fail. Fall, Spring, Summer.

MDE 5585. Independent Study and Readings in Deaf Education. Fall, Spring, Summer.

Speech-Language PathologyCourses leading to the Master of Science (Speech-Language Pathology)

SLP 5206. Anatomy and Physiology of Speech and Hearing Mecha-nisms. The basic processes of speech production, acoustics, and per-ception. Neuroanatomy, anatomy, physiology, acoustics, and acoustic correlates of sound features. Not intended for undergraduates and gradu-ate students outside the Department of Hearing and Speech Sciences. Spring.

SLP 5240. Introduction to Clinical Practicum. This course is for first year, first semester MS-SLP graduate students. Topics covered will in-clude professionalism, safety issues, components of therapy session and time management, data collection, behavior management, learning objec-tives/goal setting, implementing treatment plans, treatment approaches for various diagnoses. This course is graded pass/fail. Fall.

SLP 5290. Child Language Impairments I: Nature. This course is the first in a three-course sequence on child language impairment. The focus of this course is on the characteristics of children with primary as well as secondary language impairment. Students will read the primary research literature (a) to learn skills for comprehending and interpreting the research literature, and (b) to gain knowledge on the linguistic and non-linguistic skills of subgroups of children with language impairment and children at risk for academic failure. In addition, an overview of the Individuals with Disabilities Education Act is provided. The lab component develops basic skills in language sample analysis. Fall.

SLP 5291. Child Language Impairments II: Assessment. This course is the second in a three-course sequence on child language impairment. The primary focus is assessment of developmental and academic oral lan-guage skills, birth through high school, with a secondary focus on reading, writing, and intellectual assessment. Assessment measures include devel-opmental scales, commercially published norm-referenced measures, cri-terion-referenced instruments, research-validated experimental measures, and progress monitoring tools. In addition, students will gain knowledge and skills in collaborating with families and teachers on assessment of children's linguistic abilities. Students will develop knowledge and skills to select and implement appropriate assessment instruments, to interpret assessment findings for differential diagnosis and IDEA eligibility, for de-termination of child and family strengths and needs, and to apply assess-ment findings for describing present level of performance, writing IEP/IFSP goals and objectives, and planning intervention. The lab component of this course will focus on application and practice of assessment measures and interpretation of assessment findings for families and teachers. Fall.

SLP 5292. Child Language Impairments III: Intervention. This course is the third in a three-course sequence on child language impairments. The focus is evidence-based interventions that develop linguistic skills, primarily preschool through high school. The primary focus is on oral lan-guage skills, but literacy skills will be addressed as well (emergent literacy, decoding, spelling, reading comprehension, written expression). Interven-tion methods will include direct interventions with children as well as col-laborative interventions delivered in conjunction with teachers and families. Students will learn to comprehend and interpret intervention research, to apply research to practice and explain the evidence base for specific clini-cal decisions, and to understand IDEA as it relates to school-based inter-vention. The lab component of the course focuses on the implementation of specific intervention strategies, procedures, and programs. Spring.

SLP 5300. Neurology of Speech and Language. The structure and function of the nervous system, with emphasis on the neural mechanisms of speech and language. Neurologic conditions producing speech and language disorders are surveyed. Fall.

SLP 5301. Acoustics and Perception of Speech and Speech Disor-ders. An examination of the processes of speech production, acoustics, and perception. Emphasis on relevant literature and research techniques in speech science. Fall.

SLP 5304. Child Language Acquisition. The components and pro-cesses of normal language development. Relations between language ac-quisition and social and cognitive aspects of child development as well as literacy development. Survey of developmental psycholinguistic research. This course is appropriate for graduate students with or without previous coursework in language development. Fall.

SLP 5305. Clinical Principles and Procedures. Presentation and dem-onstration of clinical principles and procedures applicable in communica-tion sciences and disorders. Fall.

SLP 5311. Stuttering. Significant research in the field of stuttering, with emphasis on etiology and therapy. The management of fluency distur-bances. Spring.


SLP 5314. Articulation Disorders and Clinical Phonetics. The etiol-ogy, evaluation, and management of articulatory defects in children and adults. Prerequisite: consent of instructor. Fall.

SLP 5316. Motor Speech Disorders. A study of the nature and treat-ment of the adult and childhood dysarthrias and dyspraxias of speech. Management of infants and young children at neurological risk for de-veloping motor speech disability. Rights of the severely communicatively disabled. Spring.

SLP 5317. Traumatic Brain Injury. Pathophysiology of traumatic brain injury in children and adults unique and common sequelae, the evaluation and treatment of cognitive/communicative deficits, and special problems of the population. Prerequisite 5300 or 5331 or consent of instructor. Summer.

SLP 5319. Dysphagia. The study of the normal and disordered swallow in pediatric and adult populations. Anatomy and physiology, videofluoro-scopic and other assessment procedures, as well as various treatment alternatives and techniques are included. Fall.

SLP 5323. Communication in Autism Spectrum Disorders. The course addresses basic theories and principles associated with communi-cation assessment of and intervention for children with Autism Spectrum Disorders. Auditory characteristics, causative factors, classroom structure, behavior management, communication strategies, social and peer inter-action, and family-focused practices are also reviewed. This class also will provide an overview of typical social, play, and linguistic development compared to the features and behavioral characteristics of autism spec-trum disorders (ASD). Fall.

SLP 5324. Feeding and Swallowing Disorders in Children. This course focuses on the assessment, diagnosis, and management of dys-phagia in children including the role of the speech-language pathologist and multidisciplinary and family-centered, family-supported management. Prerequisite: SLP 5319. Spring.

SLP 5326. Speech Disorders in Craniofacial Anomalies. The etiology, diagnosis, and management of speech defects associated with craniofa-cial anomalies, with major emphasis on cleft palate. Summer.

SLP 5329. Augmentative and Alternative Communication Lab. This Lab in Augmentative and Alternative Communication (AAC) is designed to complement the in-class portion of the course. It will entail hands-on ex-periences/assignments that relate to real world AAC applications. This will include working on low- and high-tech AAC options with a view to clinical application in various populations.

SLP 5331. Aphasia. The study of aphasia in adults, including the neuro-nanatomical basis, etiologies, symptomatology, assessment, differential diagnosis, and treatment. Spring.

SLP 5335. Augmentative and Alternative Communication. This course will cover the theory, rationale, and methods for use of augmenta-tive and alternative communication (AAC) systems with patients with phys-ical, intellectual, and/or cognitive disabilities. Students will be exposed to various low- and high-technology AAC systems and learn how and when to apply each in the treatment of patients with complex communication needs. Fall.

SLP 5336. Voice Disorders. Theories of voice production, with empha-sis upon underlying mechanisms that cause vocal defects. Procedures for group and individual management. Summer.

SLP 5338. Research Methods in Communicative Disorders. Re-search techniques and procedures. Analysis of research examples from the literature. Study of design of experiment, data collection, statistical analysis, and presentation of research findings. Fall.

SLP 5348. Introduction to Audiology. An introduction to current prac-tice, issues, and trends in audiology. The following topics are discussed: acoustics, anatomy and physiology of the auditory system, common pa-thologies of the auditory system, assessment of auditory function, audio-gram interpretation, early identification and intervention, amplification and rehabilitation. This is an introductory course and is designed for students without previous coursework in this area of study. Fall.

SLP 5355. Clinical Internship/Externship. Sequence of clinical practi-cum placements over five semesters for speech-language pathology majors in clinical track. Designed to meet supervised practicum requirements for eventual certification by American Speech-Language-Hearing Association. Sequence of initial part-time internship placements in campus and other local facilities, followed by a full-time externship placement at one of many selected sites throughout the country or abroad. Spring, Summer.

SLP 5357. Professional Issues in Communication Disorders. Ex-amines various professional issues within the fields of speech-language pathology and audiology. For example, ethics, malpractice, quality im-provement, marketing, reimbursement, multicultural sensitivity, and fed-eral legislation. Spring.

SLP 5360. Voice Specialty Track Acute Care Experience. This course is designed to expose students to clinical practice in an acute care setting as it pertains to voice and upper airway disorders. Students will observe diagnosis and treatment of communication and swallowing disorders in patients with laryngectomy and other head and neck cancers, in patients with tracheostomy and on ventilators, and with other populations as avail-able. Students will have the opportunity to provide some direct patient care. This course is graded pass/fail. Summer.

SLP 5361. Family-Centered Counseling and Interviewing. Examines the helping relationship in the clinical process, counseling theory relative to speech-language pathology practices and principles and methods of effective clinical interviewing and counseling. Spring.

SLP 5369. Master's Thesis Research. Master's Thesis Research. This course is graded pass/fail. Fall, Spring, Summer.

SLP 5378. Advanced Voice Instrumentation and Lab. This advanced seminar will discuss the theoretical foundations and practical applications of instrumentation and technology in the assessment and treatment of voice and voice disorders. The focus will be on the development of ad-vanced skills and training in the use of instrumentation and technology in research and clinical practice. Summer. This course is graded pass/fail.

SLP 5388. Independent Study/Readings in Speech Pathology. In-dependent Study/Readings in Speech Pathology. Fall, Spring, Summer. Varies.

SLP 5391. Advanced Voice Research and Rehabilitation. This ad-vanced seminar will discuss historical and current research in the as-sessment and treatment of voice disorders. Emphasis will be placed on understanding the theoretical basis of clinical practice in voice and apply-ing standards of evidence-based practice to evaluating therapeutic meth-ods. Prerequisites—Enrolled as master's degree student in Hearing and Speech Sciences Program. This course is graded pass/fail. Fall.

SLP 5583. Practicum and Clinical Case Conference. This course in-cludes attendance at weekly case conferences where clinical case studies will be presented. The grade for this class will include clinical performance and attendance. Fall, Spring, Summer.

SLP 5584. Independent Practicum. This course allows students to continue work toward degree requirements. This course is graded pass/fail. Fall, Spring, Summer.

SLP 5587. Advanced Clinical Practicum/Case Conference. This course includes attendance at weekly case conferences where clinical case studies will be presented. It reflects additional load of clinical train-ing. The grade for this class will include case conference attendance as well as clinical performance and attendance. Prerequisite: 4 credits of SLP 5583. Spring.

Laboratory InvestigationCourses leading to the Master of Laboratory Investigation

MLI 1010. Lab Theory I. This is a lecture and hands-on course designed for M.L.I. students and covers methods for the production, detection, molecular biological and immunological characterization, purification, and conjugation (e.g., to beads, biotin, dyes, enzymes, etc.) of recombinant proteins and antibodies for research use. Fall, Spring, Summer.


MLI 1011. Lab Theory II. This is a lecture and hands on course designed for M.L.I. students and covers methods for the production, detection, im-munological characterization, purification, conjugation (e.g., to beads, bio-tin, dyes, enzymes, etc.), and assay development of hybridoma monoclo-nal antibodies for research use. Fall, Spring, Summer.

MLI 1040. Responsible Conduct in Research. This required course includes formal lectures and small group discussion on a range of issues encountered in research activities. Included are responsibilities of the in-vestigator and the university to the federal government; scientific miscon-duct; ethical use of animals in research; ethics of publication, lab manage-ment, and grant writing. Summer.

MLI 2010. Lab Management. This course is designed for M.L.I. stu-dents and covers university, departmental, and laboratory organization, team building, budget management, problem resolution, record keeping, notebook and electronic data base management, IACUC and IRB proto-col writing, etc. Spring.

MLI 2200. Foundations in Introductory Biochemistry. An introductory course covering fundamental concepts in biological chemistry. Topics in-clude amino acids, proteins, enzymology, and basic carbohydrate and fat metabolism. MLI students only. Summer.

MLI 3010. Thesis Research and Defense. This course is designed for students who choose the thesis track and will develop a research project and thesis under the direction of a mentor. Fall, Spring, Summer.

MLI 3020. Research Project. This course is designed for students who choose the modified research track. Students will conduct research and present their research formally, but a thesis will not be a requirement. Re-search must be conducted outside of one's job requirements. Fall, Spring, Summer.

MLI 3025. Independent Study. This course allows a student to pursue indi-vidualized professional research or training goals. Fall, Spring, Summer.

MLI 3030. Training and Techniques I. This course is designed for stu-dents with a strong academic/research background who are strengthen-ing their laboratory techniques. Students will conduct laboratory research on a project designed by a highly skilled faculty/research scientist pre-ceptor. Includes technical instruction, critical data analysis, experimental design, and literature review. Fall, Spring, Summer.

MLI 3031. Training and Technique Modules: Microscopy. Eight-week modules conducting laboratory research on a project designed by a fac-ulty preceptor. Includes technical instruction, critical data analysis, experi-mental design, and literature review. Summer.

MLI 3032. Training and Technique Modules: RT-PCR. Eight-week modules conducting laboratory research on a project designed by a fac-ulty preceptor. Includes technical instruction, critical data analysis, experi-mental design, and literature review. Spring.

MLI 3035. Training and Techniques II. This course is designed for stu-dents with a strong academic/research background who are strengthen-ing their laboratory techniques. Students will conduct laboratory research on a project designed by a highly skilled faculty/research scientist pre-ceptor. Includes technical instruction, critical data analysis, experimental design, and literature review. Fall, Spring, Summer.

MLI 3040. Training and Technique Modules: Fluorescence Activat-ed Cell Sorting. Students will learn basic to advanced techniques for using the most advanced Flow Cytometers in use today. This course will include some history of the technology as well as the Eisteinian principles that are the foundation of this technology while practically applying the lessons they learn first-hand on instruments in the Flow Cytometry Core lab. There will be two classes per week for eight weeks culminating in the challenge of applying what students have learned to diagnose and repair a non-functional cytometer. Spring.

MLI 3041. Training and Technique Module: Immunohistochemistry and Immunofluorescence. Immunohistochemistry (IHC) and immuno-fluorescence (IF) is a lecture and hands-on techniques course designed to teach students the principles and procedures needed to conjugate an-tibodies to biotin, dyes and enzymes and to use conjugated antibodies to detect antigens present in tissue samples at the microscopic level.

Medical PhysicsCourses leading to the Doctor of Medical Physics

and the Master of Science in Medical Physics

Diagnostic RadiologyRAMD 5301. Medical Physics Seminar I. Topics in medical imaging, techniques and applications. Fall, Spring.

RAMD 5313. Clinical Diagnostic Physics. Instrumentation and ap-plication of physics to clinical diagnostic imaging procedures including radiographic and fluoroscopic x-ray, CT, MRI, nuclear medicine, and ul-trasound. Fall.

RAMD 5317. Laboratory In Clinical Diagnostic Physics. Laboratory In the application of principles, techniques, and equipment used in ra-diographic and fluoroscopic x-ray, CT, MRI, nuclear medicine, and ultra-sound. Fall.

RAMD 5390. Master's Independent Study (Diagnostic). Introductory problem solving topic in diagnostic medical physics including data taking, analysis, and write-up.

RAMD 5391. Medical Physics Diagnostic Practicum I. Experience and training in a diagnostic physics clinical setting; instrumentation meth-odology, calibration, and quality assurance. This course also includes di-agnostic radiology patient interaction, clinical conference attendance, and review of imaging techniques in radiology.

RAMD 5392. Medical Physics Diagnostic Practicum II. Experience and training in a diagnostic physics clinical setting; instrumentation meth-odology, calibration, and quality assurance. This course also includes di-agnostic radiology patient interaction, clinical conference attendance, and review of imaging techniques in radiology.

RAMD 5393. Doctoral Independent Study I. Advanced problem solv-ing topic in diagnostic medical physics including literature survey, data taking, analysis, and manuscript submission.

RAMD 5394. Doctoral Independent Study II. Advanced problem solv-ing topic in diagnostic medical physics including literature survey, data taking, analysis, and manuscript submission.

RAMD 5395. Medical Physics Clinical Rotations I. Advanced expe-rience and clinical training in a diagnostic radiology department setting; instrumentation (methodology and calibration), quality assurance, and problem solving. For third- and fourth-year doctoral students. Fall, Spring, Summer.

RAMD 5396. Medical Physics Clinical Rotations II. Advanced expe-rience and clinical training in a diagnostic radiology department setting; instrumentation (methodology and calibration), quality assurance, and problem solving. For third- and fourth-year doctoral students. Fall, Spring, Summer.

RAMD 5397. Medical Physics Clinical Rotations III. Advanced expe-rience and clinical training in a diagnostic radiology department setting; instrumentation (methodology and calibration), quality assurance, and problem solving. For third- and fourth-year doctoral students. Fall, Spring, Summer.

RAMD 5401. Medical Physics Seminar II. Topics in medical imaging, techniques and applications.

Therapeutic RadiologyRAMT 5248. Radiation Biophysics. Response of mammalian cells and systems to ionizing radiation, the acute radiation syndromes, carcinogen-esis, genetic effects, and radiobiological basis of radiotherapy. Fall.

RAMT 5301. Medical Physics Seminar I. Radiotherapy treatment tech-niques and current methodologies in clinical therapy physics. Fall.

RAMT 5304. Radiation Interactions and Dosimetry. Theory and in-strumentation of ionization measurements of high-energy photon and


electron beams. Methods of radiation absorbed dose calculations for photons, neutrons, and charged particles. Spring.

RAMT 5311. Clinical Therapy Physics I. Instrumentation and applica-tion of physics to clinical radiotherapy procedures, equations for absorbed dose calculations, phantoms, methodologies in computerized treatment planning, and introduction to the special techniques of IMRT, RAPID ARC, and stereoradiosurgery. Fall.

RAMT 5312. Clinical Therapy Physics II. Photon and electron beam algorithms for dosimetry calculations. Methodologies in three-dimensional treatment planning with specific applications to radiotherapy. Spring.

RAMT 5314. Clinical Therapy Physics: Lab I. Introductory laboratory applications of physics to clinical radiotherapy procedures, experience with equipment in a modern clinical radiotherapy environment, and meth-odology and techniques for the verifications of simulated clinical proce-dures.

RAMT 5315. Clinical Therapy Physics: Lab II. Advanced laboratory applications of physics to clinical radiotherapy procedures, experience with radiotherapy physics equipment including measurement of absorbed dose using multiple dosimetry systems and techniques for the quality as-surance verification of special radiotherapy clinical procedures.

RAMT 5316. Brachytherapy Physics. Instrumentation and applications of physics to clinical brachytherapy procedures, equations for absorbed dose calculations including TG#43, methodologies in computerized treat-ment planning, and introduction to special techniques.

RAMT 5390. Master's Independent Study (Therapeutic). Introductory problem-solving topic in therapy medical physics including data taking, analysis, and write-up.

RAMT 5391. Medical Physics Therapeutic Practicum I. Experience and training in a radiotherapy physics clinical setting; treatment planning, instrumentation calibration, and quality assurance. This course also in-cludes radiotherapy patient interaction, clinical conference attendance, and review of treatment techniques in radiation oncology. Fall, Spring, Summer.

RAMT 5392. Medical Physics Therapeutic Practicum II. Experience and training in a radiotherapy physics clinical setting; treatment planning, instrumentation calibration, and quality assurance. This course also in-cludes radiotherapy patient interaction, clinical conference attendance, and review of treatment techniques in radiation oncology. Fall, Spring, Summer.

RAMT 5393. Doctoral Independent Study I. Advanced problem solv-ing in therapy medical physics including literature survey, data taking, analysis, and manuscript submission.

RAMT 5394. Doctoral Independent Study II. Advanced problem solv-ing in therapy medical physics including literature survey, data taking, analysis, and manuscript submission.

RAMT 5395. Medical Physics Clinical Rotations I. Advanced expe-rience and clinical training in a radiation oncology department setting; treatment planning, instrumentation calibration, quality assurance, and problem solving. For third- and fourth-year doctoral students. Fall, Spring, Summer.

RAMT 5396. Medical Physics Clinical Rotations II. Advanced ex-perience and clinical training in a radiation oncology department setting; treatment planning, instrumentation calibration, quality assurance, and problem solving. For third- and fourth-year doctoral students. Fall, Spring, Summer.

RAMT 5397. Medical Physics Clinical Rotations III. Advanced ex-perience and clinical training in a radiation oncology department setting; treatment planning, instrumentation calibration, quality assurance, and problem solving. For third- and fourth-year doctoral students. Fall, Spring, Summer.

RAMT 5401. Medical Physics Seminar II. Topics in clinical therapy physics, techniques and application. Fall.

Public HealthCourses leading to the Master of Public Health

PUBH 5501. Epidemiology I. This introduction to epidemiology focuses on measures of disease frequency and association, observational study design, and diagnostic and screening tests. The course reviews the use of these tools and the role of epidemiology in measuring disease in popu-lations, estimating risks, and influencing public policy. Study designs re-viewed include cross sectional, ecologic, case-control, and cohort studies. Enrollment is limited. Fall.

PUBH. 5502. Biostatistics I. Basic concepts and methods of biostatistics, including data description and exploratory data analysis, study design and sample size calculations, probability, sampling distributions, estimation, confidence intervals, hypothesis testing, nonparametric tests, analysis of continuous, categorical, and survival data, data analysis for cohort and case-control studies, relative risk and odds ratio estimation, and introduc-tion to linear and logistic regression. Enrollment is limited. Fall.

PUBH 5508. Epidemiology II: Non-randomized Study Design. The de-sign of non-randomized studies, including factors that are important in de-sign selection. The design of cohort studies, including rationale for use of the cohort study, prospective and retrospective cohort studies, assembly and follow-up of the cohort, exposure measurement, outcome ascertainment, confounders, effect modification, calculation of measures of occurrence and effect, summary of multivariate statistical analyses for cohort studies. The case-control study, including rationale for use, conditions necessary for validity of the case-control study, selection of controls, sources of bias in case-control studies, and multivariate analysis. The ecological study, in-cluding when to use and when to avoid. Designs to usually avoid: cross-sectional, case-series, and exposed-subject designs. The course includes didactic lectures and critical reading of important epidemiologic studies from the current medical literature. The latter encompasses discussion of the articles in small groups and structured presentation to the class. Prereq-uisite: Epidemiology I, Biostatistics II, Clinical Trials, or approval of instructor. Enrollment is limited to twenty-four students due to space restrictions, with priority given to M.P.H. and M.S.C.I. students. Spring.

PUBH 5509. Biostatistics II. Modern multivariate analyses, based on the concept of generalized linear models. Includes linear, logistic, and Poisson regression, survival analysis, fixed effects analysis of variance, and repeat-ed measures analysis of variance. Course emphasizes underlying similarity of these methods, choice of the right method for specific problems, com-mon aspects of model construction, and the testing of model assump-tions through influence and residual analyses. Prerequisite: Biostatistics I or consent of the course director. Enrollment is limited. Spring.

PUBH 5512. Decision Analysis in Medicine and Public Health. Of-fered every other year, this course will provide an overview of qualitative and quantitative decision making with a dominant focus on quantitative techniques for decision making, using clinical and economic endpoints and their role in clinical strategies of care and health policy. Topics include: cognitive heuristics, Bayes' theorem, ROC analysis, the study of diagnos-tic tests, meta-analysis, health states and utility measurement using ex-pected value decision making, decision tree analysis, Markov processes and network simulation modeling, quantitative management of uncertainty, cost theory and accounting, cost-effectiveness and cost-utility analysis. Students in the Epidemiology track of the M.P.H. program may substitute this elective course for a portion of the master’s thesis research credit. Of-fered every other year. Spring.

PUBH 5514. Social & Behavioral Science for PUBH. The course will address two core areas in health behavior research: (1) the measurement of knowledge, attributes, attitudes, and behaviors that are relevant to health behavior research, with a focus on scale development and (2) the dispositional and situational variables that underlie current theories of be-havior and behavior change, with current applications. Fall.

PUBH 5516. Environmental Health. This course will review the three key public health functions of assessment, policy development, and as-surance in relationship to environmental health issues. Topics covered will include public health surveillance activities including bioterrorism issues, food safety, air pollution, and genetics and public health. Students will


learn where to obtain publicly available population data on health-related events from a variety of surveillance activities and special surveys. Fall.

PUBH 5517. Grant Writing and Scientific Communication. Principles of scientific written and oral communication with a focus on grant writing will be discussed. The principles of scientific grant writing will include how to write the background and significance, previous work, and methods sections. Students will review grants submitted to public health service study sections, participate in a mock study section, and prepare a sam-ple grant application. Enrollment limited to matriculates in the M.P.H. or M.S.C.I. programs. M.P.H. matriculates must have completed Epidemiol-ogy 2. Enrollment is limited. Summer.

PUBH 5518. Research Ethics. Presents issues in the responsible con-duct of research, including ethics, data management, research fraud, aca-demic misconduct, and conflict of interest. The course covers federal and institutional guidelines regarding research in human and animal subjects. Topics include vulnerable populations in research, confidentiality, and the Institutional Review Board (IRB). Instructor approval required. This course is graded pass/fail. Summer.

PUBH 5519. MPH Thesis Seminar. In this research seminar required as part of the M.P.H. Program, second-year students present the results of their master's thesis research. Each 40-minute presentation addresses the background and significance, methods, results, and public health/research implications. Presentations are scheduled through the course director on a first come, first served basis. Before presenting their work, students must obtain the approval of their thesis committee. Spring.

PUBH 5526. Global Health Project Development. This course focuses on development of the individual student's project including identification of a key global health question and design of a suitable project to address the question. Each student will present the background, methods, and limitations of the proposed project design in class. Enrollment is limited to students in the MPH program. Fall.

PUBH 5527. MPH Thesis Proposal Development. This course focus-es on development of the individual student's research protocol. Each student will present the background, methods, and limitations of their pro-posed research design in class. Each student will complete the research protocol for the student's master's thesis as a part of the course. Enroll-ment is limited to students in the M.P.H. program. Summer.

PUBH 5535. Global Health Practicum. Each student will participate in a global public health practicum which will provide students with opportuni-ties to develop practical skills and competencies in public health practice settings. This course is graded pass/fail. Summer, Fall, Spring.

PUBH 5535. Global Health Practicum. Each student will participate in a global public health practicum which will provide students with opportuni-ties to develop practical skills and competencies in publich health practice settings. This course is graded pass/fail. Summer, Fall, Spring.

PUBH 5536. Public Health Practicum. Each student will participate in a public health practicum which will provide students with opportunities to develop practical skills and competencies in public health practice set-tings. This course is graded pass/fail. Spring.

PUBH 5537. Health Services Administration: Health Care Systems. This course provides an overview of the organization, financing, and deliv-ery of health care. The course will review the complex inter-relationships among key stakeholders in the industry, how this structure has evolved over time, and how these system-wide challenges are likely to affect health care policy in the future. Prerequisite: Epidemiology II, Biostatistics II or approval of instructor.

PUBH 5538. Health Services Administration: Program and Policy Evaluation. The evaluation of changes in the health care delivery system, either through programs specifically implemented to achieve such chang-es or through changes in health care delivery/financing policies. The pri-mary designs—before/after, concurrent/retrospective control, interrupted time-series—and their strengths and limitations. Class will include didactic lectures and small group critical reading/presentation of current program/policy evaluations published in leading medical journals. Prerequisite: Epi-demiology II, Biostatistics II or approval of instructor. Offered every other year. Spring.

PUBH 5539. Health Services Administration: Public Health Deliv-ery. This course focuses on the organization, financing, and delivery of public health systems. Topics will include organization of public health systems, strategies for financing public health interventions, public health leadership and communications, emergency management, the interface between law, government, and public health, the delivery of public health in international settings, and cultural competency in public health systems. The course will include lectures, case studies of public health systems, and small group discussions. Fall.

PUBH 5540. Health Services Administration: Leadership and Man-agement in Global Health. The course introduces students to principles of management and leadership of global health programs and organiza-tions in complex and challenging environments. Students will explore diverse health systems, organizational behavior, health policy, program design, and core management techniques. Spring.

PUBH 5541. Foundational Skills in Global Health. This course intro-duces students to core research, field tools, assessment and implementa-tion techniques, and evaluation methodologies used commonly in the field of global health. Various theories and practices that are commonly used to analyze issues and intervene in global health are explored. A key objective of the course is to examine determinants of global health and development from an interdisciplinary vantage point. Health and developmental issues across nations and cultures that require collective (partnership-based) ac-tion are highlighted. The course is taught by an interdisciplinary faculty and external resource persons using didactic, interactive and practical ele-ments of instruction. This course may be taken as credit toward the Global Health Certificate and is offered to M.D. students as IGHM 5241. Spring.

PUBH 5542. Foundations of Global Health. This course introduces students to key topics, concepts and methods in global health, examin-ing determinants of complex issues and exploring multi-dimensional ap-proaches and interventions with a particular emphasis on low resource settings. Health and developmental issues across nations and cultures that require collective (partnership-based) action are highlighted by an in-terdisciplinary faculty using didactic, interactive and practical elements of instruction. At the conclusion of the course, students should be able to discuss research and evaluation methodologies commonly used in the field, identify key global health questions and design suitable projects that address the questions. This course is a requirement for the Global Health Certificate and is offered to M.D. students as IGHM 5240. Spring.

PUBH 5543. Informatics for Global Health Professionals. This course serves as an introduction to medical informatics with an emphasis on global health care settings. As global health bridges both patient care and public health, so informatics in this context covers both patient-based information systems and public health information systems. International cooperation on health information system issues has resulted in both ex-tensive knowledge repositories and a powerful set of tools and techniques that can be used by practitioners and researchers. The module consists of lectures with discussion and analysis as well as hands-on instruction with some software applications and electronic resources. This course may be taken as credit toward the Global Health Certificate. First and second year.

PUBH 5544. Ethics in Global Health. This course provides an overview of ethical issues and standards in global health, particularly with respect to ethics in international research. Its aim is to provide students in the health professions and others interested in global health with a framework in which to recognize, examine, resolve, and prevent ethical conflicts in their international work. Through readings, lectures and discussion, students will explore diverse historical and contemporary international perspectives on the concepts of ethics and health as well as formulating recommen-dations for prevention and resolution of ethical conflicts related to global health. This course may be taken as credit toward the Global Health Cer-tificate and for M.D. students as IGHM 5244. Spring.

PUBH 5546. Leadership Development in Global Health. This course is an introduction to leadership theory and practice, directed toward those who seek leadership positions in the area of global health. The course will draw on students' own experiences with leadership and seek to ex-tend their capacities to effectively lead in organizations. The course seeks to explore dimensions and competencies of leaders, define the abilities


and traits of effective leadership and explore how students develop those requisite abilities. This course may be taken as credit toward the Global Health Certificate. First and second year.

PUBH 5548. Medical Anthropology. This course provides a framework for students to investigate and learn about the study of pain, illness, suf-fering, and healing in cultures around the world. This course is designed to introduce students to a broad range of medical anthropology topics, theoretical approaches and research techniques by examining case stud-ies on chronic illness, sorcery and traditional healing, modern pandemics, as well as treatment and illness expectations. Within these discussions, our focus will be comparative, investigating illness, misfortune, and healing in a number of societies from Mozambique, Uganda, South Africa, France, the United States, and Japan. Students will develop an appreciation for the culturally specific nature of illness, allowing them to better understand and treat patients from diverse cultural backgrounds. This course may be taken as credit toward the Global Health Certificate and is offered to M.D. students as IGHM 5248. Fall.

PUBH 5549. Case Studies in Tropical Diseases. This course will in-troduce tropical diseases and parasitology in a clinical case study format with student group leadership that is facilitated by faculty with substantial front-line tropical medicine training and experience. Written case proto-cols will be presented by faculty members and Infectious Disease fellows/Internal Medicine residents who will lead an interactive discussion involv-ing pathophysiology, clinical presentation, differential diagnosis, diagnosis and treatment. This course may be taken as credit toward the Global Health Certificate and is offered to M.D. students as IGHM 5249.

PUBH 5550. Global Health Politics and Policy. Global Health Politics and Policy introduces core global health problems facing the world's pop-ulations today and examines the efforts taken to improve health at a global level. It focuses on the social and political movements of global health is-sues and how these forces created and shaped global health policy both in the U.S. and among the G8 nations from 2000-2011. This course may be taken as credit toward the Global Health Certificate and is offered to M.D. students as IGHM 5250. Spring.

PUBH 5554. One Health: The Intersection of Animal, Environmental, and Human Health. The course objectives are to introduce students to the core concepts of One Health—the intersection of animal, environmen-tal, and human health, and to expose them to integrated trans-disciplinary approaches to global health problems. The online course will use lectures and case studies to illustrate how human, animal and environmental health are linked and students will participate in activities to design creative, inter-disciplinary interventions for a global health problem.

PUBH 5555. Global Health Nicaragua. This twelve-week course is de-signed to expose medical students to the basic health care systems of Nicaragua centered around a one-week trip to the country. Students will gain a basic understanding of the health care disparities between Nicara-gua and Nashville; understand the role of a visiting health care provider in global health stewardship; understand the role of DM, HTN, and nutrition among the Nicaraguan people. Students will work to educate Nicaraguan patients in diabetes, nutrition and cardiovascular health, and will educate the Vanderbilt community through a poster session upon their return. The class will be composed of didactic and small group case-based learning, several small group project designs, journal club, and clinic observation, culminating in a poster session. Pre or corequisite: Basic knowledge of Spanish or the Medical Spanish elective. This course may be taken as credit toward the Global Health Certificate and is offered to M.D. students as IGHM 5255.

PUBH 5556. Laboratory Technologies in Low-Resource Settings. Core laboratory principles, technologies, and applications used in the de-livery of care and the performance of clinical research in resource-limited settings. Strengths, limitations, and appropriate use of laboratory technol-ogies in the changing landscape of international research and clinical care.

PUBH 5599. MPH Thesis Research. The primary objective is comple-tion of the thesis project. The student will coordinate dissertation research activities with the thesis committee. Pass/Fail.

109

AnesthesiologyCHAIR Warren S. SandbergPROFESSORS EMERITI M. Lawrence Berman, John J. Franks, Bradley

E. SmithPROFESSORS Jeffrey R. Balser, James Michael Berry, Stephen P.

Bruehl, David H. Chestnut, Eric Delpire, John W. Downing, William R. Furman, Michael S. Higgins, Marc Alan Huntoon, Lorri A. Lee, Addison K. May, Pratik P. Pandharipande, C. Lee Parmley, Neal R. Patel, Warren S. Sandberg, Andrew Shaw, Edward R. Sherwood, John Leeman Tarpley, Ann Walia, Matthew Bret Weinger

RESEARCH PROFESSOR Frank Emmanuel BlockADJUNCT PROFESSORS Jayant K. Deshpande, Jayakumar R. KambamASSOCIATE PROFESSORS Arna Banerjee, John Allan Barwise, Curtis L.

Baysinger, Jill K. Boyle, E. Jane Brock, Susan A. Calderwood, Kevin P. M. Currie, Suanne M. Daves, Robert J. Deegan, Brian S. Donahue, Susan S. Eagle, L. Jane Easdown, Jesse M. Ehrenfeld, Stephen Robert Hays, Elizabeth Heitman, Antonio Hernandez, C. Scott Hoffman, Kenneth J. Holroyd, Julie K. Hudson, Steve Alan Hyman, Benjamin W. Johnson, Avinash B. Kumar, Randall J. Malchow, Letha Mathews, Matthew D. McEvoy, Kathryn Ann Kelly McQueen, Mark W. Newton, Ramachander K. Pai, Ray L. Paschall, Michael A. Pilla, Mias Pretorius, Michael G. Richardson, Nahel N. Saied, Jonathan S. Schildcrout, Paul J. St. Jacques, Chad E. Wagner, Liza M. Weavind

RESEARCH ASSOCIATE PROFESSOR Daniel J. FranceADJUNCT ASSOCIATE PROFESSOR David D. AlferASSISTANT PROFESSORS Brian F.S. Allen, Nathan E. Ashby, Thomas

M. Austin, Claudia Benkwitz, Jeremy Bennett, Julian S. Bick, Frederic T. Billings, James L. Blair, Eswara C. Botta, Clifford Bowens, Brian C. Bridges, Eric R. Briggs, Christopher L. Canlas, Tekuila Carter, Meera Chandrashekar, Peter Anthony Chin, John M. Corey, William Timothy Costello, William Ben Cutrer, Jerod Scott Denton, Kurt F. Dittrich, Katherine Dobie, Brian R. Emerson, Jean-Terese Fischer, Geoffrey M. Fleming, Andrew David Franklin, Brad A. Grueter, Rajnish Kumar Gupta, John David Hall, Stephen T. Harvey, Christopher P. Henson, Douglas L. Hester, Alexander K. Hughes, Christopher G. Hughes, Elisabeth Lee Hughes, Tracy P. Jackson, Lisa M. Jaeger, Jason D. Kennedy, Jill Erin Kilkelly, Shannon Robert Kilkelly, Koffi Michael Kla, Humphrey Vo Lam, Jason S. Lane, Daniel F. Lonergan, Amanda N. Lorinc, Patrick O'Neal Maynord, Stuart McGrane, Tracy Jobin McGrane, Carrie Campbell McCoy Menser, Anne M. Miller, Roy C. Neeley, Kimberly K. Nesbitt, Thanh Tan Nguyen, Maryann Otto, Vikram P. Patel, Meenal K. Patil, Irina Gault Phillips, Vidya N. Rao, Stephanie B. Rasmussen, Amy C. Robertson, Daniel Roke, Thomas M. Romanelli, Brian S. Rothman, Kevin J. Saunders, Joseph J. Schlesinger, Rigoberto L. Sierra-Anderson, Andrew Harold Smith, Heidi A. B. Smith, Martha Jane Smith, Eric T. Stickles, Kyla P. Terhune, Vikram Tiwari, Jeffrey M. Waldman, Amr Ahmed Waly, Jonathan Porter Wanderer, Scott Christopher Watkins, Sally A. Watson, Sheena M. Weaver, Robert A. Wells, Gina M. Whitney, Laura Nicole Zeigler

RESEARCH ASSISTANT PROFESSORS Carrie A. Grueter, Jason M. Slagle

ADJUNCT ASSISTANT PROFESSORS Claude L. Ferrell, Ashok K. Saha, Geeta P. Wasudev, Madhu S. Yelameli

SENIOR ASSOCIATE Stephen T. BlanksASSOCIATES Raymond F. Johnson, Nimesh P. PatelINSTRUCTORS Ignacio J. Badiola, John Randolph Foster, Loren

Hemachandra, Amy Larsen Lynch, Kress R. Townley

BiochemistryCHAIR John D. YorkPROFESSORS EMERITI Graham F. Carpenter, Stanley Cohen, Carl G.

Hellerqvist, Tadashi Inagami, David E. Ong, Michael R. WatermanPROFESSORS Richard N. Armstrong, Richard M. Breyer, H. Alex Brown,

Richard M. Caprioli, Bruce D. Carter, Walter J. Chazin, David Cortez, Martin Egli, Stephen W. Fesik, F. Peter Guengerich, David L. Hachey, Scott W. Hiebert, Billy G. Hudson, Daniel C. Liebler, Neil Osheroff, Jennifer A. Pietenpol, Ned A. Porter, Carmelo J. Rizzo, Charles R. Sanders, Samuel A. Santoro, Kevin L. Schey, Michael P. Stone, Conrad Wagner, John D. York

RESEARCH PROFESSORS Zigmund A. Luka, Edward T. OlejniczakADJUNCT PROFESSORS Rodney Kiplin Guy, Rafael RadiASSOCIATE PROFESSORS Brian O. Bachmann, Brandt F. Eichman,

Tina M. Iverson, Dana Borden Lacy, David L. TabbRESEARCH ASSOCIATE PROFESSORS Galina I. Lepesheva, Raymond

L. Mernaugh, Jarrod A. Smith, Lisa ZimmermanADJUNCT ASSOCIATE PROFESSORS Amy-Joan Lorna Ham, Brenda

A. SchulmanASSISTANT PROFESSORS Andrew J. Link, Nicholas J. ReiterVISITING ASSISTANT PROFESSOR Alyssa R. Bonine-SummersRESEARCH ASSISTANT PROFESSORS Joshua A. Bauer, M. Wade

Calcutt, Brian A. Chauder, Eric S. Dawson, Joel M. Harp, Taekyu Lee, Brian D. Lehmann, W. Hayes McDonald, Jeremy Lynn Norris, Pradeep Sunny Pallan, Rekha Rani Pattanayek, Jason Phan, Ai-Dong Qi, Michelle L. Reyzer, Kristie M. Rose, Olivia W. Rossanese, Jonathan H. Sheehan, Jeffrey M. Spraggins, Md. Jashim Uddin, Andrey I. Zavalin

ADJUNCT ASSISTANT PROFESSORS Dale Shannon Cornett, Steven M. Damo, Joseph Edward Deweese

RESEARCH INSTRUCTORS Simona G. Codreanu, Jinhui Dong, Ying Qi, Raf Van de Plas, Zhen Wang

Biomedical InformaticsCHAIR Kevin B. JohnsonPROFESSORS J. Jeffrey Carr, Mark E. Frisse, Cynthia S. Gadd, Nunzia

B. Giuse, Jeffry S. Gordon, Douglas P. Hardin, Kevin B. Johnson, Christoph U. Lehmann, Daniel C. Liebler, Nancy M. Lorenzi, Randolph A. Miller, John A. Morris, Joe B. Putnam, Warren S. Sandberg, Yu Shyr, William W. Stead, Patricia A. Trangenstein, Elizabeth E. Weiner, Matthew Bret Weinger

ASSOCIATE PROFESSORS Steven H. Brown, Qingxia Chen, Joshua C. Denny, Jesse M. Ehrenfeld, Dario A. Giuse, Paul A. Harris, Bradley A. Malin, Neal R. Patel, Antonis Rokas, Samuel Trent Rosenbloom, Edward K. Shultz, Paul J. St. Jacques, David L. Tabb, Stuart T. Weinberg, Bing Zhang, Zhongming Zhao

ADJUNCT ASSOCIATE PROFESSOR Hua XuASSISTANT PROFESSORS Rashid M. Ahmad, Syed T. Ahmed, William

Scott Bush, John Anthony Capra, Daniel Fabbri, William M. Gregg, Jonathan A. Holt, Gretchen Purcell Jackson, Rebecca N. Jerome, Ian D. Jones, Thomas A. Lasko, Mia A. Levy, Michael E. Matheny, Shelagh A. Mulvaney, Laurie Lovett Novak, Chandra Y. Osborn, Asli Ozdas, Josh F. Peterson, W. Anderson Spickard, John Malotte Starmer, Vikram Tiwari, Kim M. Unertl, Jonathan Porter Wanderer, Yajun Andrew Yi

RESEARCH ASSISTANT PROFESSORS Stephany N. Duda, Fern FitzHenry, Glenn T. Gobbel, Peilin Jia, Qi Liu, Firas Wehbe

INSTRUCTOR Shane P. Stenner

Faculty


BiostatisticsCHAIR Frank E. HarrellPROFESSORS William D. Dupont, Frank E. Harrell, Yu Shyr, Theodore

SperoffRESEARCH PROFESSOR Irene D. FeurerADJUNCT PROFESSOR Karel G. MoonsASSOCIATE PROFESSORS Jeffrey D. Blume, Qingxia Chen, Leena Choi,

Robert Alan Greevy, Robert E. Johnson, Tatsuki Koyama, Chun Li, Jonathan S. Schildcrout, Bryan E. Shepherd, Andrew J. Tomarken, Lily Wang, Chang Yu

RESEARCH ASSOCIATE PROFESSORS David Afshartous, Mary S. Dietrich, Ming Li

ADJUNCT ASSOCIATE PROFESSOR Rafe M. DonahueASSISTANT PROFESSORS Rameela Chandrasekhar, Xi Chen,

Christopher J. Fonnesbeck, Hakmook Kang, Dandan Liu, Michael E. Matheny, Benjamin R. Saville, Matthew S. Shotwell, James C. Slaughter, Fei Ye

RESEARCH ASSISTANT PROFESSORS Chiu-Lan Chen, Yaomin XuADJUNCT ASSISTANT PROFESSOR Vincent K. AgbotoSENIOR ASSOCIATES Gregory Daniel Ayers, Daniel W. Byrne, Tebeb

Gebretsadik, Yuwei ZhuINSTRUCTOR Mario A. DavidsonADJUNCT INSTRUCTOR Mary Banach

Cancer BiologyINTERIM CHAIR Harold L. MosesPROFESSORS Carlos L. Arteaga, R. Daniel Beauchamp, Timothy Scott

Blackwell, Stephen J. Brandt, Jin Chen, Dai H. Chung, David Cortez, Wael El-Rifai, Michael L. Freeman, David Lee Gorden, Simon William Hayward, Pierre P. Massion, Robert J. Matusik, Nipun B. Merchant, Harold L. Moses, William Pao, Richard M. Peek, Cathleen C. Pettepher, Jennifer A. Pietenpol, Vito Quaranta, Albert B. Reynolds, J. Ann Richmond, Yu Shyr, Keith T. Wilson, Roy Zent, Mary M. Zutter

RESEARCH PROFESSOR James Oliver McIntyreADJUNCT PROFESSORS Lynn M. Matrisian, Margaret M. WhalenASSOCIATE PROFESSORS Christine M. Eischen, Florent Elefteriou, Volker

H. Haase, W. Gray Jerome, Deborah A. Lannigan, Andrea Page-McCaw, Ambra Pozzi, Linda J. Sealy, Jeffrey R. Smith, Takamune Takahashi, Alissa M. Weaver, Donna Jane Webb, Christopher S. Williams, Thomas E. Yankeelov, Fiona E. Yull, Zhongming Zhao

RESEARCH ASSOCIATE PROFESSORS Lisa J. McCawley, Robbert J. C. Slebos

ASSISTANT PROFESSORS Claudia D. Andl, Robert H. Carnahan, Rebecca S. Muraoka Cook, Marco Davila, Punita Dhawan, Lourdes Estrada, Barbara Mary Fingleton, Patrick J. Grohar, Yan Guo, Rizwan Hamid, Rebecca A. Ihrie, Jonathan M. Irish, Dineo Khabele, Carlos F. Lopez, Christine M. Lovly, Serk In Park, C. Chad Quarles, Brent N. Rexer, Julie Anne Sterling, Jialiang Wang, Alexander Zaika, Bing Zhang, Ming-Zhi Zhang, Andries Zijlstra, Sandra S. Zinkel

RESEARCH ASSISTANT PROFESSORS Nagaraj S. Nagathihalli, Sergey V. Novitskiy, Philip Owens, Dayanidhi Raman, Jiqing Sai, Bong Hwan Sung, Darren R. Tyson, Michael N. VanSaun

ADJUNCT ASSISTANT PROFESSORS Donald J. Alcendor

Cell and Developmental BiologyCHAIR Ian G. MacaraPROFESSORS EMERITI Alvin M. Burt, Steven K. Hanks, James A.

McKanna, Jeanette J. Norden, Gary E. OlsonPROFESSORS David M. Bader, H. Scott Baldwin, R. Daniel Beauchamp,

Timothy Scott Blackwell, Stephen J. Brandt, Kendal Scot Broadie, Vivien A. Casagrande, Jin Chen, Chin Chiang, Robert J. Coffey, Arthur F. Dalley, James R. Goldenring, Kathleen L. Gould, Todd R. Graham, Stephen R. Hann, Ian G. Macara, Mark A. Magnuson, Robert J. Matusik, David M. Miller, Lillian B. Nanney, John S. Penn, William E. Russell, Roland W. Stein, William P. Tansey, Susan Rae Wente, Christopher V. Wright, Roy Zent

ADJUNCT PROFESSOR John Steven HalleASSOCIATE PROFESSORS Mark P. de Caestecker, Joshua T. Gamse,

Maureen Anne Gannon, Guoqiang Gu, Antonis K. Hatzopoulos, Charles C. Hong, Irina N. Kaverina, Anne K. Kenworthy, Ela W. Knapik, Ethan Lee, Laura Anne Lee, Susan M. Krisinski Majka, Melanie D. Ohi, Ryoma Ohi, Andrea Page-McCaw, J. Jeffrey Reese, Linda J. Sealy, E. Michelle Southard-Smith, Matthew John Tyska, Lisa R. Young

ASSISTANT PROFESSORS Dylan T. Burnette, Kevin C. Ess, Leslie Stuart Gewin, Christopher J. Janetopoulos, Ken Lau, Jason MacGurn, Anna L. Means, Sandra S. Zinkel

RESEARCH ASSISTANT PROFESSORS Jeffrey Franklin, Janel R. McLean, Gopathy Purushothaman

ADJUNCT ASSISTANT PROFESSOR Brian Nelms

Emergency MedicineCHAIR Corey M. SlovisPROFESSORS Jeremy J. Kaye, David J. Maron, Donna L. Seger, Corey M.

Slovis, Lawrence B. Stack, Keith D. Wrenn, Seth W. WrightVISITING PROFESSOR Greg L. HenryASSOCIATE PROFESSORS Tyler W. Barrett, John G. Benitez, John J.

Block, Andrea C. Bracikowski, Sean P. Collins, Jin Ho Han, Ian D. Jones, Stephan E. Russ, Gary R. Schwartz, Charles M. Seamens, Alan B. Storrow, R. Jason Thurman, Saralyn R. Williams

ASSISTANT PROFESSORS Anna Marie Allen, Richard S. Belcher, Jeremy Brywczynski, Kristen Beth Dettorre, Cristina Maria Estrada, Robinson M. Ferre, James F. Fiechtl, Robert Warne Fitch, Nicolas P. Forget, Joan Collier Henning, Daniel P. Himes, Sarah Hoper, Michael N. Johnston, Martin I. Jordanov, Shannon M. Langston, Laurie M. Lawrence, William E. Lummus, Nicole Streiff McCoin, Jared John McKinney, Jeffry P. McKinzie, Candace D. McNaughton, Marc A. Mickiewicz, Andrew Charles Neck, Tara M. Overbeek, Kenneth H. Palm, Kendra Papson Parekh, Camiron Leigh Pfennig, Dorris E. Powell-Tyson, John P. Rohde, Wesley H. Self, Clay B. Smith, Kurt A. Smith, Shannon B. Snyder, David S. Taber, Michelle Walther, Michael Ward

ADJUNCT ASSISTANT PROFESSORS Randall Ellis, Benjamin S. HeavrinASSISTANT CLINICAL PROFESSORS Gregory H. Jacobson, David W.

Lawhorn, Geoffrey D. Lifferth, Wayne E. Moore, J. Raymond PinkstonSENIOR ASSOCIATE Karen F. MillerASSOCIATES R. Kevin High, G. Joaquin ToonINSTRUCTORS Tiffany C. Alexander, Brian Bales, Jeremy S. Boyd, Ashley

R. Brown, Catherine E. Burger, Kristina M. Colbenson, Andrew N. Pfeffer


Health PolicyCHAIR Melinda Jean BuntinPROFESSORS Peter I. Buerhaus, William O. Cooper, Roy L. DeHart, William

D. Dupont, Marie R. Griffin, Keith G. Meador, Wayne A. Ray, William Schaffner, Yu Shyr, Sten H. Vermund

RESEARCH PROFESSOR Melinda Jean BuntinADJUNCT PROFESSOR Michael D. DeckerCLINICAL PROFESSOR Timothy F. JonesASSOCIATE PROFESSORS Muktar Hassan Aliyu, Karen C. Bloch, Walter E.

Smalley, Larry Van HornRESEARCH ASSOCIATE PROFESSORS Melissa L. McPheeters, David G.

StevensonADJUNCT ASSOCIATE PROFESSORS Fariyal F. Fikree, Mohsin Sidat,

Emilio ValverdeASSOCIATE CLINICAL PROFESSORS Allen Scott Craig, Abelardo C.

MoncayoASSISTANT PROFESSORS Carolyn Audet, John A. Graves, Carlos G.

Grijalva, Mary I. YarbroughRESEARCH ASSISTANT PROFESSOR Daphne Carlson-BremerADJUNCT ASSISTANT PROFESSORS Usman Ibrahim Gebi, Yujiang Jia,

Adnan A. Khan, Karen M. Meggazini, Mukhtar Y. Muhammad, Yan XiaoASSISTANT CLINICAL PROFESSORS John R. Dunn, Marion A. Kainer,

Kelly L. Moore, Abraham Mukolo, William S. PaulCLINICAL INSTRUCTORS Astride Jules, Deidra D. Parrish

Hearing and Speech SciencesCHAIR Anne Marie TharpePROFESSORS EMERITI Edward G. Conture, D. Wesley Grantham,

Ralph N. Ohde, Judith A. Rassi, R. Edward Stone, Robert T. WertzPROFESSORS Daniel H. Ashmead, Fred H. Bess, James W. Bodfish,

Stephen M. Camarata, Roland D. Eavey, Linda Jean Hood, Gary P. Jacobson, Howard S. Kirshner, H. Gustav Mueller, Robert H. Ossoff, Anne Marie Tharpe, Tedra A. Walden, Mark T. Wallace

RESEARCH PROFESSOR Paul J. YoderADJUNCT PROFESSORS Charles E. Edmiston, Lewis M. NashnerASSOCIATE PROFESSORS Gene W. Bratt, Rene H. Gifford, Oscar

D. Guillamondegui, Troy A. Hackett, Sue T. Hale, P. Lynn Hayes, David S. Haynes, Ellen M. Kelly, Devin L. McCaslin, Todd A. Ricketts, Bernard Rousseau, C. Melanie Schuele, G. Christopher Stecker

RESEARCH ASSOCIATE PROFESSOR Alexandra F. KeyADJUNCT ASSOCIATE PROFESSOR Micah M. MurrayASSISTANT PROFESSORS Rima N. Abou-Khalil, Tamala Selke

Bradham, Michael de Riesthal, Lea Helen Evans, Mary Sue Fino-Szumski, Michelle Lyn Gutmann, Charles Howard Hausman, Melissa C. Henry, Andrea Hillock-Dunn, Benjamin W. Y. Hornsby, Barbara H. Jacobson, Robin M. Jones, Ramnarayan Ramachandran, Marcy Ann Sipes, Jennifer Herbert Vick, Wanda G. Webb

RESEARCH ASSISTANT PROFESSOR Erin M. PicouADJUNCT ASSISTANT PROFESSORS Patricia Flynn Allen, Linda L.

Auther, Bertha Smith Clark, Lisa Anne de la Mothe, Andrew Dittberner, Mia A. Lee Rosenfeld, Scott Wright

Medical Education and Administration

PROFESSORS EMERITI Gerald S. Gotterer, George C. Hill, Frederick Kirchner

PROFESSORS Donald W. Brady, G. Roger Chalkley, Gerald B. Hickson, Bonnie M. Miller, Donald E. Moore, Charles P. Mouton, Lillian B. Nanney, John S. Penn, Cathleen C. Pettepher, James W. Pichert, David S. Raiford, Matthew Bret Weinger

RESEARCH PROFESSOR Scott B. BoydADJUNCT PROFESSOR Lee E. LimbirdASSOCIATE PROFESSORS Arna Banerjee, Thomas F. Catron, Charlene

M. Dewey, Quentin Eichbaum, Julie K. Hudson, Kimberly D. Lomis, Scott M. Rodgers, John H. Shatzer

RESEARCH ASSOCIATE PROFESSOR Jill M. PulleyADJUNCT ASSOCIATE PROFESSOR Diana H. MarverASSISTANT PROFESSORS Alan R. Bentley, James L. Bills, Craig R.

Carmichel, Heather A. Davidson, Michelle S. Grundy, Yvonne A. Joosten, John F. Manning, Martha K. Miers, Ilene N. Moore, Kimberly A. Petrie, Ann H. Price, Mary E. Rawn, Lynn E. Webb

RESEARCH ASSISTANT PROFESSOR Erica A. BowtonINSTRUCTOR Christina C. MarascoADJUNCT INSTRUCTOR Tracy Rokas

MedicineCHAIR Nancy J. Brown, Tina V. HartertPROFESSORS EMERITI William C. Alford, Fred Allison, Oscar B.

Crofford, Fred Goldner, David W. Gregory, Thomas R. Harris, Harry R. Jacobson, H. Keith Johnson, Sanford B. Krantz, John M. Leonard, Samuel R. Marney, Alexander C. McLeod, Clifton K. Meador, Thomas N. Oeltmann, David N. Orth, Lloyd H. Ramsey, Ghodrat A. Siami, Raphael F. Smith, James D. Snell, W. Anderson Spickard, Paul E. Teschan, Alexander S. Townes, Alastair J. J. Wood, Richard M. Zaner

PROFESSORS Carlos L. Arteaga, Thomas M. Aune, Joseph A. Awad, David M. Bader, Jeffrey R. Balser, Joey V. Barnett, Jordan D. Berlin, Gordon R. Bernard, Italo O. Biaggioni, Timothy Scott Blackwell, Paul E. Bock, Mark R. Boothby, Alan S. Boyd, Donald W. Brady, Stephen J. Brandt, Richard M. Breyer, Colleen M. Brophy, Nancy J. Brown, Raymond F. Burk, Benjamin F. Byrd, W. Barton Campbell, Richard M. Caprioli, J. Jeffrey Carr, Jin Chen, Alan D. Cherrington, Brian W. Christman, Larry R. Churchill, Andre L. Churchwell, Robert J. Coffey, Pelayo Correa, Timothy L. Cover, Leslie J. Crofford, Roy L. DeHart, Robert S. Dittus, J. Stephen Dummer, Fernando Elijovich, Eugene Wesley Ely, Sergio Fazio, Jo-David Fine, Agnes B. Fogo, Haydar Adib Frangoul, F. Andrew Gaffney, David Gailani, Alfred L. George, Nunzia B. Giuse, Thomas A. Golper, Stacey A. Goodman, John P. Greer, Marie R. Griffin, David W. Haas, Kenneth R. Hande, Raymond C. Harris, David G. Harrison, Tina V. Hartert, Katherine E. Hartmann, Douglas C. Heimburger, J. Harold Helderman, Billy G. Hudson, Iekuni Ichikawa, Talat Alp Ikizler, Madan Jagasia, Allen B. Kaiser, Lloyd E. King, Bjorn C. Knollmann, Mark J. Koury, Marvin W. Kronenberg, Cheryl L. Laffer, Michael Laposata, Daniel J. Lenihan, Julia B. Lewis, Richard W. Light, Christopher D. Lind, MacRae F. Linton, James E. Loyd, Mark A. Magnuson, Simon A. Mallal, David J. Maron, William H. Martin, Pierre P. Massion, James M. May, Kevin McDonagh, Geraldine G. Miller, Randolph A. Miller, Harold L. Moses, Barbara A. Murphy, Katherine T. Murray, John H. Nadeau, Anne Taggart Neff, Paul A. Newhouse, John H. Newman, John A. Oates, Neil Osheroff, R. Stokes Peebles, Richard M. Peek, David F. Penson, Elizabeth J. Phillips, John A. Phillips, Robert N. Piana, Michael K. Porayko, Alvin C. Powers, Ambra Pozzi, Stephen P. Raffanti, David S. Raiford, J. Ann Richmond, Ivan M. Robbins, L. Jackson Roberts, David Robertson, Dan M. Roden, Jeffrey N. Rottman, Donald H. Rubin,


Charles R. Sanders, Martin P. Sandler, Bipin N. Savani, Douglas B. Sawyer, William Schaffner, John F. Schnelle, Gerald Schulman, John S. Sergent, James R. Sheller, Xiao Ou Shu, Bonnie S. Slovis, Corey M. Slovis, Walter E. Smalley, Jeffrey A. Sosman, Theodore Speroff, William W. Stead, Mark P. Steele, C. Michael Stein, Richard S. Stein, Timothy R. Sterling, William J. Stone, George P. Stricklin, James W. Thomas, Michael F. Vaezi, Sten H. Vermund, Thomas J. Wang, Trenia Lyn Webb, Arthur P. Wheeler, Georgia L. Wiesner, Keith T. Wilson, Roy Zent, Wei Zheng

VISITING PROFESSOR Andreas BollmannRESEARCH PROFESSORS William J. Blot, John Dunning Boice, Maciej

S. Buchowski, Andre M. Diedrich, Kristina E. Hill, Marcia L. Kalish, Barbara G. Schneider

ADJUNCT PROFESSORS Mary A. Asson-Batres, Paolo Boffetta, Matthew D. Breyer, John W. Christman, Stephen N. Davis, David H. Johnson, Carlo La Vecchia, John J. Murray, William Pao, Maureen Sanderson, John P. Sundberg, Robert H. Whitehead, Linda L. M. Worley, Fan Wu

CLINICAL PROFESSORS Robert Seth Cooper, Alan L. Graber, Philip Earl Johnston, Jonathan B. Perlin, Wayne Joseph Riley, Roger J. Zoorob

PROFESSORS Laura L. Dugan, Thomas L. Force, Raymond M. Hakim, Michael N. Neuss, Donna L. Seger, Lawrence K. Wolfe

ASSOCIATE PROFESSORS Muktar Hassan Aliyu, Ban Mishu Allos, David Michael Aronoff, George R. Avant, John G. Benitez, Karen C. Bloch, Peter R. Bream, Brenda J. Butka, Qiuyin Cai, Keith B. Churchwell, Walter K. Clair, Qi Dai, Titus L. Daniels, Dawood Darbar, Mark P. de Caestecker, Joshua C. Denny, Charlene M. Dewey, Sergey Dikalov, Thomas G. DiSalvo, John H. Dixon, Wonder Puryear Drake, G. Dewey Dunn, Jamie P. Dwyer, Roy O. Elam, Tom A. Elasy, Florent Elefteriou, Darrel L. Ellis, Igor A. Feoktistov, Frank A. Fish, William H. Fissell, Jay H. Fowke, Howard A. Fuchs, Lawrence S. Gaines, Maureen Anne Gannon, Jill Gilbert, Derek MacGregor Griffith, Volker H. Haase, David E. Hansen, Katherine L. Hanson, Antonis K. Hatzopoulos, Jacques Heibig, Elizabeth Heitman, Scott W. Hiebert, Kenneth J. Holroyd, Charles C. Hong, Leora Horn, Todd M. Hulgan, Nuhad M. Ismail, Shubhada Jagasia, Angela L. Jefferson, Edmond K. Kabagambe, Spyros A. Kalams, Adetola Kassim, Douglas S. Kernodle, Ela W. Knapik, Sunil Kripalani, Lisa Hood Lancaster, Anthony J. Langone, William E. Lawson, Stanley M. Lee, Jirong Long, Susan M. Krisinski Majka, Amy S. Major, Larry W. Markham, Ingrid A. Mayer, Catherine C. McGowan, John A. McPherson, Lisa A. Mendes, Robert F. Miller, Karin C. Moolman, Paul L. Moots, David S. Morgan, Douglas R. Morgan, Harvey J. Murff, Allen J. Naftilan, Kevin Dean Niswender, James S. Powers, Mias Pretorius, Igor Puzanov, Satish R. Raj, Samuel Trent Rosenbloom, Tony L. Ross, Russell L. Rothman, Christianne L. Roumie, Michael Robert Savona, Heidi M. Schaefer, David Allen Schwartz, Douglas L. Seidner, Sandra F. Simmons, Jeffrey R. Smith, Michael Lee Smith, E. Michelle Southard-Smith, W. Anderson Spickard, Charles W. Stratton, Craig R. Sussman, Takamune Takahashi, Thomas R. Talbot, Jens Marc Titze, Lorraine B. Ware, James D. West, Thomas C. Whitfield, Consuelo H. Wilkins, Christopher S. Williams, Saralyn R. Williams, Matthew H. Wilson, Keith D. Wrenn, Patty Walchak Wright, Mary I. Yarbrough, Lisa R. Young, Pampee Paul Young, John A. Zic

VISITING ASSOCIATE PROFESSORS Silvana Gaudieri, Gloria E. Gutierrez

RESEARCH ASSOCIATE PROFESSORS Rasul Abdolrasulnia, HuiFang Cheng, Emily M. Garland, Loren P. Lipworth, Mark S. McClain, Melissa L. McPheeters, Ginger Lohr Milne, Vadim K. Pedchenko, Vasiliy V. Polosukhin, Martha J. Shrubsole, Mohammed Sika, Heidi J. Silver, Yan Ru Su, Paul A. Voziyan, Wanqing Wen, Gong Yang, Tao Yang, Eugenia M. Yazlovitskaya

ADJUNCT ASSOCIATE PROFESSORS Maria del Pilar Aguinaga, Wendell S. Akers, Lisa Beth Signorello, Tao Peter Zhong

ASSOCIATE CLINICAL PROFESSORS Phillip D. Bertram, James R. Cato, James P. Fields, Richard P. Schneider, Harrison J. Shull

ASSISTANT PROFESSORS Khaled Abdel-Kader, Robert L. Abraham, Vandana G. Abramson, Ahmad Abu-Halimah, Melinda Aldrich, Holly M. Algood, Kristen K. Ancell, Brent C. Anderson, Thomas Andl, Federica

B. Angel, Kenneth S. Babe, Jayant Bagai, Michael T. Baker, Shichun Bao, Daniel A. Barocas, Julie A. Bastarache, Howard B. Baum, Dawn M. Beaulieu, Jason R. Becker, Alicia Beeghly-Fadiel, Susan P. Bell, Gautam Bhave, Daniel A. Birchmore, Gurjeet Birdee, Kelly A. Birdwell, Jeffrey B. Boord, William S. Bradham, Suzanne Brown, Jeffrey David Byers, Dana Backlund Cardin, Kerri L. Cavanaugh, Rosette J. Chakkalakal, Emily Chan, Rupesh Chaturvedi, Geoffrey Chidsey, Sallaya Chinratanalab, Wichai Chinratanalab, Jane Jungeon Choi, Neesha Naik Choma, Cecilia P. Chung, Chan Chung, Kimberli Taylor Clarke, Anna S. Clayton, John H. Cleator, John B. Cleek, Lori A. Coburn, Beatrice P. Concepcion, Robert Frank Cornell, Marshall H. Crenshaw, Kathryn McCrystal Dahir, Jun Dai, Julie B. Damp, Utpal P. Dave, Marco Davila, Jan S. DeLozier, Christina L. Derleth, Jessica K. Devin, Ryszard Dworski, Todd L. Edwards, Maie El-Sourady, Christopher Randall Ellis, Brian G. Engelhardt, Meira Epplein, Juan C. Estrada, John M. Fahrenholz, Joseph Burton Fanning, Joshua P. Fessel, Christina Taulien Fiske, William H. Fiske, Rachel B. Fissell, Kevin Dale Flemmons, Pete P. Fong, Michael J. Fowler, Jerry M. Franklin, Joseph L. Fredi, Aparna Frenchman, G. Christian Friesinger, James V. Gainer, Leslie Stuart Gewin, Timothy D. Girard, Mark Dennis Glazer, Laura Ann Williams Goff, Joan DeWitt Gorden, Parul Mani Goyal, John A. Graves, Jennifer Kiser Green, Sharon Fetterman Green, William M. Gregg, Eric L. Grogan, Richard Joseph Gumina, Ralf C. Habermann, Elias V. Haddad, Norman Chandler Hardman, Fiona E. Harrison, Jacob Walter Hathaway, Anna R. Hemnes, Paula C. Herrmann, Michael F. Hill, Tiffany Elder Hines, Timothy John Hinton, Richard L. Hock, Jonathan A. Holt, Rob R. Hood, Mary Jeanette Hopkins, Sara Nicole Horst, Angela Michelle Horton, Sean G. Hughes, Mary M. Huizinga, Pamela C. Hull, Adriana M. Hung, Rebecca R. Hung, Joseph W. Huston, Waleed N. Irani, James C. Jackson, Thomas A. Jantz, Henry S. Jennings, Jill L. Jones, Arvindh N. Kanagasundram, Hillary R. Kaplan, Mohana Karlekar, Bernice Karnett, Jennifer A. Kearney, Kathleen R. Kearney-Gray, Mary E. Keebler, Vicki L. Keedy, Michael B. Kelley, Peggy L. Kendall, Deepa Varshney Keriwala, Lloyd G. King, John Robert Koethe, Murali Krishna Kolli, Kimbell Kornu, Sapna P. Kripalani, Susan F. Kroop, Emily Graham Kurtz, Joshua E. LaBrin, Vipul T. Lakhani, Hind Lal, Robin E. LaPre, Mark A. Lawson, Erin J. Leahy, Martha Leonard, Jeffrey E. Levea, Mia A. Levy, David G. Liddle, Chee C. Lim, Elizabeth H. Lindsey, Catherine R. Linn, Christine M. Lovly, Wilfred A. Lumbang, James M. Luther, Meenakshi S. Madhur, May Ling Mah, Simon Maltais, Brad E. Maltz, Ravinder Reddy Manda, Kevin M. Maquiling, Jason B. Martin, Sara F. Martin, William Martinez, Michael E. Matheny, Michael E. May, William H. Maynard, Stephanie A. McAbee, Michel A. McDonald, Morgan Fitz McDonald, Julie A. Means-Powell, William David Merryman, Alison N. Miller, Jami L. Miller, Matthew S. Miller, Richa Misra, Sumathi K. Misra, Sanjay R. Mohan, Kenneth J. Monahan, Ilene N. Moore, Alicia K. Morgans, Javid J. Moslehi, Sandra A. Moutsios, James A. S. Muldowney, Laine J. Murphey, Kevin J. Myers, Young-Jae Nam, Sarah J. Nechuta, Andrew Charles Neck, Reid M. Ness, Dawn C. Newcomb, Keith L. Obstein, Harley E. Odom, Henry E. Okafor, Olalekan O. Oluwole, Henry Hean Lee Ooi, Chandra Y. Osborn, Peter Paik, Ioannis G. Papagiannis, Serk In Park, Leon L. Parks, David A. Parra, John P. Peach, Matthew R. Peachey, Kiffany J. Peggs, Jason K. Pereira, Roman E. Perri, Anna K. Person, Josh F. Peterson, Neeraja B. Peterson, April C. Pettit, Joel M. Phares, Amy E. Potter, Jennifer Gloeckner Powers, Martha K. Presley, Ann H. Price, Jan Ellen Price, Adam J. Prudoff, Meredith Evans Pugh, Han-Zhu Qian, Nagendra Ramanna, Leon Raskin, Nishitha M. Reddy, Brent N. Rexer, Julie Elizabeth Reznicek, Elizabeth Ann Rice, Todd W. Rice, Thomas R. Richardson, Otis B. Rickman, Heather A. Ridinger, Mark A. Robbins, Lori Ann Rolando, Ben H. Rowan, Pablo J. Saavedra, Joseph G. Salloum, Uchechukwu K. A. Sampson, Neil S. Sanghani, Gowri Satyanarayana, Melissa L. Yeska Scalise, Andrew E. Scanga, Kelly H. Schlendorf, Natasha J. Schneider, Scarlett E. Schneider, Raphael See, Sarah H. See, Salyka Sengsayadeth, Willliam E. Serafin, Shannon E. Serie, Carla M. Sevin, Claude Edward Shackelford, Sharon T. Shen, Cyndya A. Shibao, Anjali T. Sibley, Edward D. Siew, Antonia Silva-Hale, Amar B. Singh, Daniel J. Skarzynski, Alex J. Slandzicki, David Alan Slosky, Allison L. Smith, Clay B. Smith, M. Kevin Smith, Scott Alan Smith, Stephen J. Smith, Terrence A. Smith,


Barbara M. Snook, Kelly L. Sopko, Kelly E. Sponsler, Natalie M. Spradlin, John M. Stafford, William G. Stebbins, Julie Anne Sterling, Catherine V. Stober, Stephen A. Strickland, Eric L. Sumner, Hak-Joon Sung, Melanie D. Swift, Helen Keipp Talbot, Simpson Bobo Tanner, Cecelia N. Theobald, Lora D. Thomas, Thomas A. Thompson, Isaac P. Thomsen, James J. Tolle, Andrea L. Utz, Pietro Valdastri, Robert S. Valet, Roberto M. Vanacore, Eduard E. Vasilevskis, Kasey C. Vickers, Raquel Villegas, Janice M. Vinson, Jeremy L. Warner, Paula L. Watson, Melissa F. Wellons, Jule J. West, C. William Wester, S. Patrick Whalen, Ursula Poehling Whalen, Jonna H. Whitman, Mark A. Wigger, Elisabeth Donlevy Willers, Benjamin D. Womack, Rebecca C. Wylie, Kenneth W. Wyman, Patrick S. Yachimski, Elizabeth A. Yakes, Xiangli Yang, Yajun Andrew Yi, Sally J. York, Ruth T. Young, Liviu Andrei Zaha, Syeda Sadia Zaidi, Olamide Zaka, Ming-Zhi Zhang, Xianglan Zhang, Sandra S. Zinkel, Jeffrey P. Zwerner

VISITING ASSISTANT PROFESSOR Yukari KondoRESEARCH ASSISTANT PROFESSORS Firdos Ahmad, Muhammad

Aslam, Vladimir R. Babaev, Justin M. Balko, Corina Borza, Dana M. Brantley-Sieders, Marcela Brissova, Nada M. Bulus, Hui Cai, Zheng Cao, Jian-Chun Chen, Wei Chen, Xiwu Chen, Sergei Chetyrkin, Kate Clouse, Chunhua Dai, Cristi L. Galindo, Alfredo Gamboa, Glenn T. Gobbel, Xingyi Guo, Mohammed H. Hassanein, Sabine S. Huke, Dawn A. Israel, Hanako Kobayashi, Emma K. Larkin, Hong-Jun Liao, Frances E. Likis, Qingdu Liu, Yan X. Liu, John T. Loh, Sijo Mathew, Christine M. Micheel, Julie S. Pendergast, Maria Blanca Piazuelo, Franck Potet, S. M. Jamshedur Rahman, Shirley Brody Russell, Sergey V. Ryzhov, Vikrant V. Sahasrabuddhe, David Schenck, Renee A. Stiles, Dina Myers Stroud, Megha H. Talati, Harikrishna Tanjore, Elena E. Tchekneva, Christo D. Venkov, Xiaochuan Carol Xu, Patricia G. Yancey, ZhenJiang Yang, Bing Yao, Fenghua Zeng, Ben Zhang, Weisong Zhou, Jozef Zienkiewicz

ADJUNCT ASSISTANT PROFESSORS Joseph A. Akamah, Sylvie A. Akohoue, Kong Y. Chen, Sarah Schweitzer Cohen, Sandra L. Deming-Halverson, Maria Pia DePasquale, Xinhong Dong, Marvin Feuerberg, Diane S. Keeney, Philip E. Lammers, Monica Ledoux, Carrie Anna Lenneman, Laura Young McGirt, Julia J. Wattacheril

ADJUNCT RESEARCH ASSISTANT PROFESSOR Daniel KurnikASSISTANT CLINICAL PROFESSORS Yasmine Subhi Ali, Newton

P. Allen, J. David Amlicke, Muhammad Asad, Mircea M. Basaraba, David J. Blazer, Chad S. Boomershine, David E. Chambers, Tracey E. Doering, Sister Mary Diana Dreger, David L. Edwards, Jeffrey B. Eskind, Cheryl Ann Fassler, Marquetta L. Faulkner, Mark S. Goldfarb, Antonio M. Granda, Connie Allen Haley, William B. Harwell, Benjamin B. Hayes, David H. Horowitz, Robert L. Huang, Mark Randall Kaplan, Ehab S. Kasasbeh, Carla Tucker Lee, Jennifer J. Lee, Thomas J. Lewis, Francisco J. Mayorquin, Robert W. McClure, John R. McRae, M. Porter Meadors, Howard R. Mertz, Alvin H. Meyer, Gary L. Mueller, Ronald A. Nelson, Bjarki J. Olafsson, Marcus A. Owen, Kandarp Patel, Ronald E. Pruitt, Bruce E. Richards, Jason B. Robbins, Vito K. Rocco, Csaba Rusznak, Mohanakrishnan M. Sathyamoorthy, Rishi K. Saxena, Suzanne R. Snyder, John G. Thompson, F. Karl VanDevender, Paul W. Wheeler, Craig Wierum, Morgan Jackson Wills, Bruce L. Wolf, Christina Ynares

SENIOR ASSOCIATES Daniel W. Byrne, Lynda Denton Lane, G. Kyle Rybczyk

ASSOCIATE Kelly A. TaylorINSTRUCTORS Matthew J. Abbate, Benjamin Lau Andrews, Vivak

Bhatt, John M. Boone, Evan L. Brittain, Nathan E. Brummel, Anna M. Burgner, Elizabeth B. Burgos, Mark R. Chambers, Helen Chung-Hussain, Billy H. Copeland, Jessica T. Delaney, Irina A. Didier, Glenn C. Douglas, Shelley E. Ellis, Maria Golson, James E. Gore, Matthew H. Greene, Deepak K. Gupta, Gwendolyn A. Howard, Thomas M. John, Gagandeep Joshi, Pinelopi P. Kapitsinou, David H. Kim, Camellia R. Koleyni, Jejo David Koola, Jennifer Lane, Richard G. Lane, Robin Nicole Ligler, James R. MacDonald, J. Daniel Markley, Mary Ruth McBean, Debra J. McCroskey, Daniel Munoz, John Michael Norvell, Michelle J. Ormseth, Scott R. Parker, Lorina T. Poe, James E. Powell, Sujana K Reddy, Travis Richardson, Amanda H. Salanitro Mixon, John D. Scott, Martha Ellen Shepherd, Eli Steigelfest, Shane P. Stenner, Ruth Carr Stewart, Emily M. Tarvin, William P. Titus, Eric P.

Trawick, Yuri van der Heijden, Quinn Stanton Wells, Bobby J. White, Katie D. White, Kenneth L. Wilkins

RESEARCH INSTRUCTORS Amy C. Arnold, Ying Cai, Erica J. Carrier, Bertha Christina Elias, Charles D. Ellis, QiPing Feng, Nicholas Ferrell, Jennifer Gaddy, Jorge L. Gamboa, Joan Garrett, James N. Higginbotham, Hyun S. Hwang, Vivian K. Kawai, Aaron Marshall Kipp, Wentian Luo, Rafal R. Nazarewicz, Luis E. Okamoto, Tetyana V. Pedchenko, Anne E. Powell, Jun Qian, Bhuminder Singh, Kshipra Singh, Stephanie J. Sohl Robinette, Yinghao Su, Ruth Ann Veach, Lorenzo J. Vega-Montoto, Yang Wang, Yinqiu Wang, Brian S. Wasserman, Lauren E. Woodard, Lydia E. Wroblewski

ADJUNCT INSTRUCTORS Anna K. Hopla, Francesca Tentori, Vianney E. Villaruz

VISITING INSTRUCTOR Jian ChangCLINICAL INSTRUCTORS Gregg P. Allen, John Q. Binhlam, Jeffrey L.

Hymes, James Norris Johnson, William H. Pettus, Lucien C. SimpsonASSISTANTS Keith D. Adkins, Christine S. Allocco, Cindy K. Anderson,

Kim Annis, Deana Marci Beard, Sarah M. Benson, Tracy S. Bogard, Elizabeth Bradshaw, Anne W. Brown, Beverly R. Byram, Sandra M. Byrd, Erica P. Byrum, Lynn E. Clement, Christina Marie Cleveland, Layla M. Cochran, Katherine W. Colvin, Emily Cote, Laura S. Craddock, Debra M. Craven, Kimberly Arnold Currier, Stephanie Ray Davidson, Debbie J. Drake-Davis, Caroline V. Duley, Kehinde Amen Eguakun, Emily Rose Evans, Susan L. Ficken, Jennifer M. Fitzsimmons, Lisa Nicole Flemmons, Jayme F Flynn, Kyle Fortman, Shanna D. Gaither, Ryan Gant, Leslie Wyttenbach Goebel, Barbara J. Grimm, Mary A. Grove, Marni L. Groves, Ann Hackett, Donnalita B. Harmon, Deborah K Hawkins, Meghan Hayes, Susan M. Hellervik, Robin Hensley, Pamela Y. Horowitz, Jason R. Jean, Meegan E. Jones, Jennifer R. Kennedy, Brett D. Kinzig, Shelton Lacy, Janna S. Landsperger, Connie M. Lewis, Sara K. Lewis, M. Janie Lipps, Christi M. Locklear, Ashley J. Lord, Jamie D. Lowe, Christine MacLean, Wendi Mason, Kanah N. May, Karen R. McCarty, Jacintha N. McKoy, Katharine M. McReynolds, Beth P. Meador, Casey F. Miller, James B. Mills, Margaret A. Morrison, Robertson Nash, Jill R. Nelson, Anne J. Nohl, Deborah M. Payne, Jennifer L. Pendergrast, Holly R. Pierce, Angela Pitman, Shelly W. Ploch, Jennifer M. Pollice-Meservy, Anne L. Burks Reviere, Connie K. Root, Sarah Rutherford, Blake L. Salmony, Rachel L. Schreier, Carol R. Scott, Angelique M. Shapman, Amanda M. Shaw, Katherine L. Sibler, Teresa L. Simpson, Ashley N. Singleton, LeaAnne Smith, Christy L. Sparkman, Jamie Bradford Spicer, William H. Swiggart, Amber M. Velasquez, Julianne Haines Wagnon, Deborah E. Wallace, Zhijian Wang, Cynthia M. Wasden, Douglas Casey West, Amanda L. Whiteman, Kristina Jill Williams, Mary Alyson Wilson, Dana C. Wirth, Hannah G. Wright

ADJOINT INSTRUCTOR Julia Passyn Dunn

Molecular Physiology and Biophysics

CHAIR Roger D. ConePROFESSORS EMERITI Jackie D. Corbin, Daryl K. Granner, David N.

Orth, Charles Rawlinson Park, Robert L. PostPROFESSORS Albert H. Beth, G. Roger Chalkley, Alan D. Cherrington,

Roger J. Colbran, Roger D. Cone, Eric Delpire, Emmanuele DiBenedetto, Ronald B. Emeson, John H. Exton, Aurelio Galli, John C. Gore, Raymond C. Harris, David G. Harrison, Jacek J. Hawiger, Carl H. Johnson, Fred S. Lamb, Robert L. Macdonald, Mark A. Magnuson, James M. May, Owen Patrick McGuinness, Hassane S. Mchaourab, Richard M. O'Brien, Jane H. Park, David W. Piston, Alvin C. Powers, Roland W. Stein, David H. Wasserman, P. Anthony Weil, John P. Wikswo, Danny G. Winder

RESEARCH PROFESSORS Charles E. Cobb, Mary E. Courtney Moore, K. Sam Wells

ADJUNCT PROFESSOR Sharron H. Francis


ASSOCIATE PROFESSORS Wenbiao Chen, Dana C. Crawford, Bruce M. Damon, Maureen Anne Gannon, Volker H. Haase, Alyssa H. Hasty, Anne K. Kenworthy, Matthew J Lang, Terunaga Nakagawa, Kevin Dean Niswender, Sachin Patel, Ambra Pozzi, David C. Samuels, Linda J. Sealy, Masakazu Shiota, James S. Sutcliffe, Jeanne M. Wallace

RESEARCH ASSOCIATE PROFESSORS Eric J. Hustedt, Robert T. Matthews

ADJOINT ASSOCIATE PROFESSORS Jacques Pantel, Marylyn D. Ritchie

ASSISTANT PROFESSORS Nathan C. Bingham, Brad A. Grueter, David Aaron Jacobson, Ashwath Jayagopal, Bingshan Li, Chee C. Lim, Gregor Neuert, John M. Stafford, Tricia A. Thornton-Wells, Bryan J. Venters, Kasey C. Vickers, Jamey D. Young

RESEARCH ASSISTANT PROFESSORS Dale Scott Edgerton, Subhadra C. Gunawardana, Heinrich J. G. Matthies, Michael J. McCaughey, Douglas P. Mortlock, Deborah G. Murdock, Patrick S. Page-McCaw, Richard L. Printz

ADJOINT ASSISTANT PROFESSORS Julio E. Ayala, Niels de JongeRESEARCH INSTRUCTORS Sheng-Song Chen, Derek P. Claxton, Kevin

Erreger, Masoud Ghamari-Langroudi, Arion Kennedy, Louise Lantier, Lisette Anne Maddison, Anna B. Osipovich, Richard A. Stein, Jason J. Winnick, Ping Zou

ASSISTANT Genea S. Crockett

NeurologyCHAIR Robert L. MacdonaldPROFESSORS EMERITI Gerald M. Fenichel, Frank R. Freemon, John S.

WarnerPROFESSORS Bassel W. Abou-Khalil, Malcolm J. Avison, Philip David

Charles, John J. Connors, Thomas L. Davis, Peter D. Donofrio, Howard S. Kirshner, Patrick J. Lavin, Robert L. Macdonald, Beth Ann Malow, David Robertson, Subramaniam Sriram, Arthur S. Walters, Ronald G. Wiley

RESEARCH PROFESSOR Scott B. BoydCLINICAL PROFESSOR Karl E. MisulisASSOCIATE PROFESSORS Amir M. Arain, Michael K. Cooper, Sean

P. Donahue, Martin J. Gallagher, Peter Hedera, Angela L. Jefferson, Avinash B. Kumar, Andre H. Lagrange, Jun Li, Michael J. McLean, Paul L. Moots, Harold H. Moses, Michael G. Tramontana

ADJUNCT ASSOCIATE PROFESSOR Anthony W. KilroyASSOCIATE CLINICAL PROFESSOR Constance J. JohnsonASSISTANT PROFESSORS Lealani M.Y. Acosta, Brandon A. Ally, Nabil

J. Azar, Kanika Bagai, Amar B. Bhatt, Aaron B. Bowman, Kelly Mari Brown, Daniel O. Claassen, Stephen Wesley Clark, Charles D. Clarke, Manus J. Donahue, Wiaam Falouji, John Y. Fang, Elizabeth Ferluga, Michael T. Froehler, Kevin F. Haas, Lisa D. Hermann, Jane Ellen Howard, Monica L. Jacobs, Jingqiong Kang, Heather C. Koons, Scott J. Kutscher, Christopher David Lee, BethAnn McLaughlin, Anne Elizabeth O'Duffy, Siddharama Pawate, Amanda C. Peltier, Walter Hamilton Peters, Fenna T. Phibbs, Tyler E. Reimschisel, Derek A. Riebau, Althea A. Robinson, Pradumna Pratap Singh, Hasan H. Sonmezturk, Christopher M. Tolleson, Raghu P. Upender, David R. Uskavitch, Jose G. Valedon, Scott A. Wylie

RESEARCH ASSISTANT PROFESSORS Katherine A. Gifford, Ciria Q. Hernandez, M. Diana Neely, Aurea F. Pimenta, Shimian Qu, Song-Yi Yao, Chengwen Zhou

ADJUNCT ASSISTANT PROFESSORS Nandakumar Bangalore Vittal, Lana J. Boursoulian

ASSISTANT CLINICAL PROFESSORS Jan Lewis Brandes, Mary Ellen Clinton, George R. Lee, Noel P. Lim, Barbara J. Olson, Subir Prasad, Deron V. Sharpe, Martin H. Wagner, Shan-Ren Zhou

INSTRUCTORS Susanta Bandyopadhyay, Laura B. CoulamRESEARCH INSTRUCTOR Jeannine S. SkinnerADJUNCT INSTRUCTOR Kreig D. Roof

Obstetrics and GynecologyCHAIR Howard W. JonesPROFESSORS EMERITI Benjamin Danzo, Stephen S. Entman, Marie-

Claire Orgebin-Crist, Daulat R. TulsianiPROFESSORS Rony A. Adam, Ted L. Anderson, Frank H. Boehm,

Roger R. Dmochowski, John W. Downing, Esther Eisenberg, Arthur C. Fleischer, Katherine E. Hartmann, Howard W. Jones, Kevin G. Osteen, Sten H. Vermund, Carl W. Zimmerman

ADJUNCT PROFESSOR Damaris M. OlagundoyeCLINICAL PROFESSORS Henry W. Foster, Cornelia R. Graves, William

H. Kutteh, Frank Wen-Yung Ling, Thomas G. Stovall, Robert Layman Summitt

ASSOCIATE PROFESSORS Rochelle F. Andreotti, Kelly A. Bennett, Bruce R. Beyer, Kaylon L. Bruner-Tran, Lavenia B. Carpenter, Marta Ann Crispens, Oluwole Fadare, Melinda S. New, Charles B. Rush, Glynis A. Sacks-Sandler, Bennett M. Spetalnick

ADJUNCT ASSOCIATE PROFESSOR Benjamin ChiASSOCIATE CLINICAL PROFESSORS Jill F. Chambers, Harold B.

Collins, Angus M. Crook, Barry K. Jarnagin, Audrey H. Kang, Val Yvette Vogt

ASSISTANT PROFESSORS Soheyl Asadsangabi, Alison B. Barlow, Daniel H. Biller, Christina Cain-Swope, Tamara L. Callahan, Mary Anne Carroll, Michael F. Caucci, Patricia A. Detzel, Shana R. Dowell, Katherine A. Dykes, Kimberly B. Fortner, Etoi A. Garrison, Celeste O. Hemingway, Adam Huggins, Olivia A. Hutul, William J. Kellett, Tamara S. Keown, Dineo Khabele, William F. Lee, Angela M. Long, Richard R. Lotshaw, John A. Lucas, Leilani M. Mason, Virginia B. Mazzoni, Dennis T. McWeeney, Alison C. Mullaly, Cynthia L. Netherton, J. Michael Newton, Nancy E. Osburn, Christy F. Pearce, Carla E. Ransom, Erin C. Rebele, Susan S. Salazar, Reesha S. Sanghani, Jacqueline Stafford, Xiaomang B. Stickles, Joanne S. Tennyson, May S. Thomassee, Laurie A. Tompkins, Digna R. Velez Edwards, Deborah J. Wage, Renee M. Ward, Trenia Lyn Webb, Amy Gregory Weeks, Angela M. Wilson-Liverman, Cynthia C. Woodall, Jessica L. Young, Amanda C. Yunker

RESEARCH ASSISTANT PROFESSOR Andrew J. WilsonASSISTANT CLINICAL PROFESSORS R. Terry Adkins, Paul Brezina,

Douglas H. Brown, Michael E. Cole, B. Stephens Dudley, George A. Hill, Raymond W. Ke, Bryan R. Kurtz, Nancy B. Lipsitz, Andy M. Norman, Elizabeth L. Oldfield, Patricia L. Scott, Glenn A. Weitzman, Laura L. Williams

SENIOR ASSOCIATE Martha Shaw DudekASSOCIATES Susan B. Drummond, Beth V. Jiorle, Jill R. NicholsINSTRUCTORS Francisco Aguirre, Lindsey Amina Baksh, Suzanne T.

Csorna, Erica M. Fletcher Robinson, Nan Gentry, Lisa A. Goehring, Carol A. Griffin, Meghan Hendrickson, Nicole M. Keller, Anna T. Kirk, Lucy Koroma, Susan M. Lewis, Lisa D. Milam, Valerie L. Nunley, Jessica Buck Ritch, Heather A. Sevcik, Angela F. Sims Evans, MaryLou Smith, Andrea C. Tullos

RESEARCH INSTRUCTOR Tianbing Ding

Ophthalmology and Visual Sciences

CHAIR Paul SternbergPROFESSOR EMERITUS James H. ElliottPROFESSORS Anita Agarwal, Randolph Blake, David J. Calkins, Vivien

A. Casagrande, Sean P. Donahue, Heidi E. Hamm, Frederick R. Haselton, Patrick J. Lavin, John S. Penn, Jeffrey D. Schall, Kevin L. Schey, Paul Sternberg

CLINICAL PROFESSORS John E. Downing, Ralph E. WesleyASSOCIATE PROFESSORS Milam A. Brantley, Edward F. Cherney,


Amy S. Chomsky, Robert L. Estes, James W. Felch, Karen M. Joos, Jeffrey A. Kammer, Stephen J. Kim, Rachel Kuchtey, Louise Ann Mawn, David G. Morrison, Chasidy D. Singleton, Uyen L. Tran, Laura L. Wayman

ASSOCIATE CLINICAL PROFESSOR Karla J. JohnsASSISTANT PROFESSORS Behin Barahimi, Nancy Mayer Benegas,

John B. Bond, James A. Bookman, F. Kirk Bowles, Anthony B. Daniels, Randolph R. Evans, Mark D. Ewald, Meghan S. Flemmons, Ashwath Jayagopal, Lori Ann F. Kehler, Sahar Kohanim, Mark A. Kroll, Janice C. Law, Jennifer L. Lindsey, Gioconda J. Mojica, Hilary Highfield Nickols, Tonia S. Rex, Rebecca M. Sappington-Calkins, William D. Schenk, Daniel S. Weikert

RESEARCH ASSISTANT PROFESSORS John G. Kuchtey, Jin-Hui ShenASSISTANT CLINICAL PROFESSORS Brian Stuart Biesman, Meredith

A. Ezell, William G. Gates, Gary W. Jerkins, Morgan Grey Parker, Deborah D. Sherman, Ira A. Shivitz

ASSOCIATE Ronald J. BiernackiINSTRUCTORS Joshua N. Carlson, Deepa Chandrasekaran, Fred D.

Davis, Derick G. Holt, Dora Sztipanovits Mathe, Carolee Cutler Peck, Rohan J. Shah

CLINICAL INSTRUCTORS George N. Cheij, Maria Garber, Ralph F. Hamilton, Kimberly A. Klippenstein, Craig F. McCabe

Orthopaedic Surgery and Rehabilitation

CHAIR Herbert S. SchwartzPROFESSORS Arthur F. Dalley, Neil E. Green, Heidi E. Hamm, Donald

H. Lee, Gregory A. Mencio, William Todd Obremskey, Herbert S. Schwartz, Dan M. Spengler

CLINICAL PROFESSOR J. Thomas W. ByrdASSOCIATE PROFESSORS Antoinne C. Able, John J. Block, Andrea C.

Bracikowski, Joseph S. Cheng, Andrew J. M. Gregory, Ginger E. Holt, Amir Alex Jahangir, John E. Kuhn, Michael J. McNamara, Andrew Alan Shinar, Allen K. Sills, Gary S. Solomon, Paul A. Thomas, Douglas R. Weikert

ASSOCIATE CLINICAL PROFESSORS Michael J. Christie, Michael J. McHugh

ASSISTANT PROFESSORS Oran S. Aaronson, Scott T. Arthur, Robert H. Boyce, David M. Bratton, Ian R. Byram, Cory L. Calendine, Charles L. Cox, Ronald G. Derr, Clinton J. Devin, Alex B. Diamond, Jason M. Evans, James F. Fiechtl, Robert Warne Fitch, Bethany Gallagher, Thomas E. Groomes, Jennifer L. Halpern, Gene A. Hannah, Elizabeth A. Huntoon, John W. Klekamp, David G. Liddle, Colin G. Looney, Steven A. Lovejoy, Jeffrey E. Martus, Hassan R. Mir, Jeffry S. Nyman, Kevin R. O'Neill, Paul D. Parsons, Brian T. Perkinson, Daniel S. Perrien, Gregory G. Polkowski, Paul J. Rummo, Jonathan G. Schoenecker, Manish K. Sethi, Narendra K. Singh, Christopher T. Stark, Christopher M. Stutz, Kristin A. Swygert, Wesley P. Thayer, Andrew Brian Thomson, Gina M. Walton, Horace E. Watson, Todd R. Wurth

RESEARCH ASSISTANT PROFESSOR Masato YuasaADJUNCT ASSISTANT PROFESSORS Robert Baum, Robert B. SnyderASSISTANT CLINICAL PROFESSORS Muhammad Ajmal, Mark R.

Christofersen, Philip Gerlach Coogan, David K. DeBoerSENIOR ASSOCIATES Richard A. Breeden, David B. TrennerASSOCIATES Anabel Robertson Atkinson, Carolyn S. Aubrey, Deborah

D. Baker, Kirby Hudson Deeter, Michael Francis Eagle, Daniel W. Enroth, Laura J. Huston, Julieanne B. Hutchison, Melissa K. Lasater, Kelly Pickel, Ashley F. Small, Jared A. Vaughn

INSTRUCTORS Chad M. Corrigan, David S. Ebenezer, David M. JoyceVISITING INSTRUCTOR David A. Crawford

OtolaryngologyCHAIR Roland D. EaveyPROFESSOR EMERITUS R. Edward StonePROFESSORS Fred H. Bess, Thomas F. Cleveland, James A.

Duncavage, Roland D. Eavey, C. Gaelyn Garrett, David S. Haynes, Robert F. Labadie, James L. Netterville, Robert H. Ossoff, Jennifer A. Pietenpol, W. Russell Ries, Anne Marie Tharpe, Reid C. Thompson, David L. Zealear

ADJUNCT PROFESSORS Brian Bernard Burkey, Michael E. GlasscockASSOCIATE PROFESSORS Rene H. Gifford, Steven L. Goudy, Bernard

Rousseau, Nabil Simaan, Robert J. Sinard, Jay A. WerkhavenADJUNCT ASSOCIATE PROFESSOR Lou ReinischASSISTANT PROFESSORS Marc L. Bennett, Sivakumar Chinnadurai,

Edwin B. Emerson, David Oliver Francis, Barbara H. Jacobson, Benjamin J. Johnston, Haoxiang Luo, Kyle Mannion, Matthew K. Mizukawa, W. Michael Mullins, Edward B. Penn, Alejandro Campos Rivas, Sarah L Rohde, Paul T. Russell, John W. Seibert, Scott J. Stephan, Justin Harris Turner, Kimberly N. Vinson, Frank W. Virgin, George B. Wanna, Kyle Derek Weaver, Robert J. Webster, Christopher T. Wootten

RESEARCH ASSISTANT PROFESSORS Ramya Balachandran, Shan Huang, Aron Parekh

ADJUNCT ASSISTANT PROFESSOR Cheryl Rainey BillanteASSISTANT CLINICAL PROFESSORS Mark A. Clymer, Daniel R.

Hightower, Thomas W. HolzenINSTRUCTORS James J. J. Daniero, Christopher E. Fundakowski,

Alexander H. Gelbard, Kelly L. Groom, Eric D. WirtzCLINICAL INSTRUCTORS Samuel S. Becker, G. Lee Bryant, Robert C.

Owen, Matthew T. Speyer

Pathology, Microbiology, and Immunology

CHAIR Samuel A. SantoroPROFESSORS EMERITI Anh H. Dao, Susan A. Halter, George C.

Hill, Barbara O. Meyrick-Clarry, William O. Whetsell, Stephen C. Woodward

PROFESSORS Christopher R. Aiken, James B. Atkinson, Billy R. Ballard, Dean W. Ballard, Joey V. Barnett, Paul E. Bock, Mark R. Boothby, Raymond F. Burk, Pelayo Correa, Timothy L. Cover, James E. Crowe, Jeffrey M. Davidson, Mark R. Denison, Terence S. Dermody, Sergio Fazio, Agnes B. Fogo, David Gailani, David W. Haas, David R. Head, J. Harold Helderman, Richard L. Hoover, Billy G. Hudson, Joyce E. Johnson, Sebastian Joyce, Michael Laposata, Simon A. Mallal, William M. Mitchell, Harold L. Moses, Anne Taggart Neff, James H. Nichols, Kevin G. Osteen, William Pao, John A. Phillips, Donald H. Rubin, H. Earl Ruley, Samuel A. Santoro, Herbert S. Schwartz, Virginia L. Shepherd, Subramaniam Sriram, Mildred T. Stahlman, Larry L. Swift, James W. Thomas, Luc Van Kaer, Cindy L. Vnencak-Jones, Mary Kay Washington, Keith T. Wilson, Mary M. Zutter

ADJUNCT PROFESSOR Martin C. MihmCLINICAL PROFESSORS Cheryl M. Coffin, Edward P. Fody, Paul B.

Googe, Robert G. Horn, Renu VirmaniASSOCIATE PROFESSORS Ty William Abel, Mary Ann Thompson

Arildsen, Thomas M. Aune, Seth R. Bordenstein, Alan S. Boyd, Kelli Lynn Boyd, Justin M. M. Cates, Alice C. Coogan, Hernan Correa, Wonder Puryear Drake, Quentin Eichbaum, Christine M. Eischen, Oluwole Fadare, Robert D. Hoffman, W. Gray Jerome, Spyros A. Kalams, Douglas S. Kernodle, Dana Borden Lacy, Deborah A. Lannigan, Andrew J. Link, Susan M. Krisinski Majka, Amy S. Major, Edward C. McDonald, Geraldine G. Miller, Paisit Paueksakon, Carol Ann Rauch, Louise A. Rollins-Smith, Melinda E. Sanders, Stephen J. Schultenover, Gregory C. Sephel, Edward K. Shultz, Eric P. Skaar,


Charles W. Stratton, William M. Valentine, Jeanne M. Wallace, Lorraine B. Ware, Alissa M. Weaver, John V. Williams, Pampee Paul Young

RESEARCH ASSOCIATE PROFESSORS Venkataraman Amarnath, Ling Geng

ASSOCIATE CLINICAL PROFESSORS David L. Black, Richard D. Buchanan, Sheila Patricia Dawling, Thomas L. McCurley, Richard R. Oldham, Ronald W. Oxenhandler, Ana K. Stankovic, John E. Wright

ASSISTANT PROFESSORS Samir Luft Aleryani, Holly M. Algood, Jennifer O. Black, Garrett S. Booth, James David Chappell, Patty H. Chen, Mohamed Mokhtar Desouki, Henry D. Edwards, Rosana Eisenberg, Kim Adams Ely, Lan Lin Gellert, Giovanna A. Giannico, Oscar G. Gomez, Maria Hadjifrangiskou, Jonathan M. Irish, Peggy L. Kendall, Annette Sunhi Kim, Katherine N. Kimmelshue, Yasin Kokoye, Shaoying Li, Oliver McDonald, Bret C. Mobley, Daniel J. Moore, Claudio A. Mosse, Hilary Highfield Nickols, Yasmina A. Paramastri, Emily Reisenbichler, Safia N. Salaria, Kenneth J. Salleng, Uchechukwu K. A. Sampson, Jonathan G. Schoenecker, Eric Sebzda, Adam C. Seegmiller, Aaron C. Shaver, Chanjuan Shi, Benjamin W. Spiller, Thomas P. Stricker, Ferrin C. Wheeler, Alison L. Woodworth, Ashwini K. Yenamandra, Erin N.Z. Yu, Andries Zijlstra

VISITING ASSISTANT PROFESSOR Jae Won YangRESEARCH ASSISTANT PROFESSORS Kalyani Amarnath, S. Kent

Dickeson, Kristen L. Hoek, Danyvid Olivares-Villagomez, Susan R. Opalenik, Vrajesh V. Parekh, Kyra A. Richter, Ingrid M. Verhamme, Lan Wu, Jing Zhou

ADJUNCT ASSISTANT PROFESSOR Wilson Pereira SilvaASSISTANT CLINICAL PROFESSORS Maurice M. Acree, Daniel D.

Canale, Deborah O. Crowe, Thomas A. Deering, Samuel H. DeMent, Vaithilingam G. Dev, James P. Elrod, Adriana L. Gonzalez, Katherine Stokes Hamilton, Thomas E. Hanes, Jerry K. Humphreys, Peter F. Jelsma, Adele M. Lewis, Feng Li, Amy Ralston McMaster Hawes, Claire E. Meena-Leist, Dan A. Pankowsky, David J. Switter

ASSOCIATES Maralie G. Exton, Bruce W. GreigINSTRUCTORS Troy M. Apple, Jennifer M. Giltnane, Raul GonzalezRESEARCH INSTRUCTORS Shanna Alexandria Arnold, Sung Hoon Cho,

Melissa A. Farrow, Takashi Suzuki, Haichun Yang

PediatricsCHAIR Steven A. WebberPROFESSORS EMERITI Ian M. Burr, Thomas P. Graham, John W.

Greene, Alexander R. Lawton, Hakan W. Sundell, Mary Theresa Urbano, Jan Van Eys

PROFESSORS Mark C. Adams, H. Scott Baldwin, Shari L. Barkin, Joey V. Barnett, John W. Brock, Dai H. Chung, Ellen Wright Clayton, Bruce E. Compas, William O. Cooper, Robert B. Cotton, James E. Crowe, Michael Rutledge DeBaun, Mark R. Denison, Terence S. Dermody, Sean P. Donahue, Elisabeth May Dykens, Kathryn M. Edwards, Candice Denise Fike, Jo-David Fine, Frank A. Fish, Agnes B. Fogo, Haydar Adib Frangoul, D. Catherine Fuchs, John P. Greer, Marta Hernanz-Schulman, Gerald B. Hickson, Iekuni Ichikawa, James A. Johns, Kevin B. Johnson, Deborah Price Jones, Howard M. Katzenstein, Valentina Kon, Fred S. Lamb, Christoph U. Lehmann, Beth Ann Malow, Wallace W. Neblett, John A. Phillips, J. Eric Pina-Garza, Fernando P. Polack, John C. Pope, William E. Russell, Jayant P. Shenai, Lawrence B. Stack, Mildred T. Stahlman, Ann Robbins Stark, Sten H. Vermund, Cindy L. Vnencak-Jones, Lynn S. Walker, William F. Walsh, Steven A. Webber, John C. Wellons

RESEARCH PROFESSORS Maciej S. Buchowski, Richard C. UrbanoADJUNCT PROFESSORS Judy L. Aschner, Michael Aschner, Yoram

Finkelstein, Frances P. Glascoe, Najwa Khuri-Bulos, Claudio Franco Lanata, Louis Joseph Muglia, Richard A. Nisbett, D. Brent Polk, Thilo Stehle, Wendy L. Stone, Susanne Tropez-Sims, Peter F. Wright

CLINICAL PROFESSORS Claudia S. Andrews, Xylina D. Bean, Joel F. Bradley, Carol H. Broadway, A. Scott Brooks, Eric Martin Chazen,

Rufus Clifford, Patricia C. Davis, Thomas Wade Denney, Elia C. Dimitri, Mary C. Dundon, Jill A. Forbess, Lloyd D. Franklin, Lee Ann Freeman, Ralph M. Greenbaum, Paul J. Heil, Robert S. Humphrey, Margreete G. Johnston, Charles A. Jordan, Barbara F. Kaczmarska, Mary E. Keown, H. Brian Leeper, Ruth Barron Long, William R. Long, Lisa L. Lowe, Robert E. Mallard, Raymond L. Meneely, Ronald V. Miller, Susan L. Morgan, Charles A. Moss, Mary E. Overton, James S. Price, William W. Prine, Churku M. Reddy, Patricia F. Robinson, Dan S. Sanders, Christopher P. Smeltzer, Anthony L. Smith, C. Norman Spencer, Julia Thompson, Elizabeth G. Triggs, Joan W. White

PROFESSORS Sari A. Acra, M. Sheila Desmond, Susan H. Guttentag, David E. Hall, Neal R. Patel, Margaret G. Rush

ASSOCIATE PROFESSORS Donald H. Arnold, Catherine Arthur-Johnson, Martin Blakely, Andrea C. Bracikowski, Stephen Todd Callahan, Thomas F. Catron, Shahana A. Choudhury, David E. Cliffel, Clarence Buddy Creech, Laurie E. Cutting, Suanne M. Daves, Victoria J. DeVito, M. Cecilia Di Pentima, Debra A. Dodd, Brian S. Donahue, Thomas P. Doyle, Barbara Engelhardt, Kevin C. Ess, Robert L. Estes, Mohammad Farooq Fazili, P. Tobi Fishel, Amy E. Fleming, Geoffrey M. Fleming, Debra L. Friedman, James C. Gay, Joseph Gigante, Thomas Brent Graham, Neil E. Green, Andrew J. M. Gregory, Peter H. Grubb, Natasha B. Halasa, Rizwan Hamid, Stephen Robert Hays, Richard H. Ho, Irene Hong-McAtee, Richard L. Hoover, Donna S. Hummell, Tracy E. Hunley, Kathy Jabs, Prince J. Kannankeril, Ann Kavanaugh-McHugh, Evon Batey Lee, Mary Lou Lindegren, Jefferson P. Lomenick, Deborah E. Lowen, Melanie Lutenbacher, Rachel Lenox Mace, Larry W. Markham, Karin C. Moolman, James Donald Moore, Paul E. Moore, David G. Morrison, Dedrick E. Moulton, Jennifer L. Najjar, Arie L. Nettles, Bibhash C. Paria, John B. Pietsch, Gregory S. Plemmons, J. Jeffrey Reese, Kris P. Rehm, Louise A. Rollins-Smith, Samuel Trent Rosenbloom, Tony L. Ross, Christianne L. Roumie, Seth J. Scholer, Jill H. Simmons, Michael Lee Smith, Stephanie E. Spottswood, Bradley B. Stancombe, Denise F. Stuart, Rebecca R. Swan, Stacy T. Tanaka, John C. Thomas, Michael G. Tramontana, Jeremy M. Veenstra-VanderWeele, Zachary E. Warren, Stuart T. Weinberg, Richard J. Wendorf, John V. Williams, Gregory J. Wilson, Aida Yared, Lisa R. Young

RESEARCH ASSOCIATE PROFESSORS Joy Darlene Cogan, Michael T. Rock, Lawrence A. Scheving, Fang Yan

ADJUNCT ASSOCIATE PROFESSORS Robert C. Bone, Susan G. McGrew, John H. Nading, Lawrence S. Prince, Elizabeth Ching-Wen Yang

ASSOCIATE CLINICAL PROFESSORS Nazneen Ahmed, Laurel V. Alsentzer, James Charles Anderson, Barbara A. Aquino, Jennifer Singleton Ashworth, Nicole O. Baggott, Elizabeth W. Bailes, Deanna Smith Bell, Nancy Graves Beveridge, Virgil L. Bigham, Jennifer Bondurant, Catherine Sipe Bottoms, Linda D. Brady, Donald T. Brothers, Alexander Jeffrey Brunner, Bradley N. Bullock, Wanda B. Cade, Susan B. Campbell, Thomas Joseph Carr, Marcie S. Castleberry, Charles G. Chandler, Kylie M. Cormier, William R. Davidson, Elizabeth Ponder Dykstra, Timothy H. Eidson, Warren D. Ervin, Larry McNeill Faust, Beverly A. Frank, Brad A. Greenbaum, Tara N. Hamada, Ashraf Hosni Hamdan, Frank Joseph Haraf, Casilda I. Hermo, Tiffany P. Hill, Molly Ramona Hood, Quentin A. Humberd, Mary Heather Johnson, William Stephen Johnson, David G. Johnston, Saagar B. Karlekar, Jason L. Kastner, Neil E. Kirshner, Lawrence A. Klinsky, Elizabeth Duke Krueger, Michael D. Ladd, Susan E. Behr Langone, Mark A. Lee, Stanley M. Lee, Donna W. Lett, Michael R. Liske, John R. Long, Deepak Mehrotra, Dina H. Mishu, Jennifer E. Moore, Sharon Moore-Caldwell, Chetan R. Mukundan, Samuel Judson Murray, Lee Anne O'Brien, Harshila R. Patel, Sara Jane Fletcher Patterson, Christopher M. Patton, Yvonne W. Pawlowski, Robin S. Pearson, Julie T. Peek, Satish D. Prabhu, Mitchell A. Pullias, Lindsay M. Rauth, Steven T. Riley, Timothy R. Roads, Victoria R. Rundus, Neil E. Seethaler, Keegan M. Smith, Steven M. Tate, Keith S. Thompson, Phyllis L. Townsend, Robert N. Treece, David J. White, Stacey M. Williams

ASSISTANT PROFESSORS Drew E. Ammons, Oluwatobi A. Amosun, Julia L. Anderson, Linda G. Ashford, Eric D. Austin, Mary Kathryn Bartek, Sunny D. Bell, Nancy Mayer Benegas, John Benjamin,


Margaret McCullough Benningfield, Adriana Bialostozky, Nathan C. Bingham, Gurjeet Birdee, Scott C. Borinstein, Aaron B. Bowman, Brian C. Bridges, Rebekah Flowers Brown, Verena Wyvill Brown, Whitney L. Browning, W. Bryan Burnette, Kathryn L. Carlson, Kecia N. Carroll, Robert P. Carson, Shannon Nicole Chadha, James David Chappell, Mark A. Clay, Douglass B. Clayton, Timothy J. Cooper, R. Steven Couch, Jennifer E. Cox, Gabriella L. Crane, Julie A. Crittendon, Kristen L. Crossman, William Ben Cutrer, Alaina M. Kiefer Davis, Mary Ellen Dees, Neerav A. Desai, Alex B. Diamond, Christopher Herbert Dodd, Jennifer A. Domm, Stacy L. Dorris, Dwayne Dove, Toni O. Egolum, Stephanie H. Eidson, Maie El-Sourady, Adam John Esbenshade, Cristina Maria Estrada, Vernat J. Exil, Lindy Fenlason, Meghan S. Flemmons, Terrah L. Foster, Cary Fu, Nanibaa' A. Garrison, Maria C. Gillam-Krakauer, Lynette A. Gillis, Josefina Dee Go, Oscar G. Gomez, Jennifer Kiser Green, Patrick J. Grohar, Scott Osborn Guthrie, Elizabeth U. Harrelson, Nicholas S. D. Higby, Melissa A. Hilmes, Daniel P. Himes, Tiffany Elder Hines, Thomas Huang, Kasey A. Huff-Ignatin, Rachel Jane Hundley, Rosemary J. Hunter, Tara M. Huss, Gretchen Purcell Jackson, Kaitlin C. James, Dana R. Janssen, Sarah Sanders Jaser, David P. Johnson, Michael N. Johnston, Atia K. Jordan, Lori C. Jordan, Asha Joseph, Jennifer P. Ker, Stacy Ann Killen, Joshua E. LaBrin, Alice P. Lawrence, Laurie M. Lawrence, Truc Minh Le, Carrie Holloway Lind, Whitney A. Loring, Harold N. Lovvorn, Nirupama Sai Madduri, May Ling Mah, Nathalie L. Maitre, Melinda H. Markham, J. Andres Martinez, Patrick O'Neal Maynord, Heather L. McDaniel, Morgan Fitz McDonald, Tracy L. McGregor, Jeffry P. McKinzie, Sheila P. McMorrow, Sejal J. Mehta, William David Merryman, Eva Kathryn Miller, Matthew S. Miller, Troy D. Moon, Daniel J. Moore, Anna Whorton Morad, Thomas M. Morgan, Walter M. Morgan, Sandra A. Moutsios, Shelagh A. Mulvaney, Madhumita Ananthakrishnan Murphy, Kimberly Allison Naftel, Jaygopal Nair, Andrew Charles Neck, Maya K. Neeley, Cassandra Rutledge Newsom, Allison E. Norton, Jill Cole Obremskey, Jaime K. Otillio, Sarah Swyers Parker, David A. Parra, Devang J. Pastakia, Stephen W. Patrick, Barron L. Patterson, Matthew R. Peachey, Donna J. Perlin, Aimee P. Perri, Mark T. Peters, Sarika Uppal Peters, Monica Pierson, Amy E. Potter, Sumit Pruthi, Apostolos Psychogios, Andrew E. Radbill, Mark E. Rawls, Tyler E. Reimschisel, Diana C. Riera, Sheryl L. Rimrodt, Marilyn A. Robinson, Mary E. Romano, Christian Rosas Salazar, Alice M. Rothman, Kevin B. Sanders, Maureen S. Sanger, Jonathan G. Schoenecker, Gary R. Schwartz, Claude Edward Shackelford, Malee V. Shah, Robert F. Sidonio, Sudha P. Singh, Andrew Harold Smith, Clay B. Smith, Kurt A. Smith, Kristen M. Snyder, Andrew G. Sokolow, Jonathan H. Soslow, Ryan Jordan Stark, Beatrice M. Stefanescu, Jill E. Steigelfest, Helen Keipp Talbot, Julie Lounds Taylor, Timothy Harris Thomas, Isaac P. Thomsen, Kelly F. Thomsen, Jessica Turnbull, Kohilavani Velayudam, Kimberly B. Vera, Emmanuel J. Volanakis, Stephaine Hale Walker, Michele M. Walsh, Sally A. Watson, Jorn-Hendrik Weitkamp, Valerie N. Whatley, Kathryn E. Wheeler, Donna C. Whitney, Gina M. Whitney, Derek Justin Williams, Randy C. Williamson, Amy L. Woodward, Curtis A. Wushensky, James Lawrence Wynn

RESEARCH ASSISTANT PROFESSORS Michelle M. Becker, Christopher Brian Brown, Anna Dikalova, Lynnette M. Henderson, Seok-Hyung Kim, Andrea J. Pruijssers, Xianghu Qu, Gopal Sapparapu, Elaine L. Shelton, Jennifer C. Thigpen

ADJUNCT ASSISTANT PROFESSORS Kyle B. Brothers, Sabina B. Gesell, Stephen Letchford, Romina P. Libster, Michele D. Spring, Michael Dale Warren

ADJOINT ASSISTANT PROFESSOR Ji MaASSISTANT CLINICAL PROFESSORS Tammy H. Adams, Norman

Albertson, Syed Arshad Ali, Lori L. Amis, Mary E. Atubra, Samuel R. Bastian, James H. Batson, Maria C. Benitez-Brauer, Kelly S. Bennie, Kimberly C. Bergeron, Robert J. Berman, Suzanne K. Berman, Jon E. Betts, Deborah D. Beyer, Melita M. Bradley, Lori A. Breaux, Deborah M. Bryant, Kimberly Ann Buie, Cynthia R. Calisi, Duncan R. Campbell, John W. Chambers, Rosanne Coleman, David R. Collins, Douglas J. Collins, Jo Ann Cook Collins, Merri Shaw Collins, Allison C. Couden, Thomas L. Courtney, Erika L. Crawford, Juliet Marie Daniel, James P. Darke, Gordon B. Davis, Jennifer M. Donnelly, W. Daniel

Edmondson, Jennifer Cannon Esbenshade, Jennifer Ess, Amy Hurst Evans, Elizabeth H. Fairbank, Estuardo Figueroa, Michelle D. Fiscus, Melissa E. Fuller, Felisa L. Gilbert, James C. Godfrey, Margaret A. Gunning, Apryl Hall, Laurie A. Harris-Ford, Jeremy B. Harrison, Dana J. Haselton, Anne B. Hawkins, Timothy M. Henschel, Donna L. Hines, Jennifer B. Holzen, David R. Hudson, Mark D. Hughes, Christine W. Hunley, Andrew M. Huss, Derek K. Johnson, Susan E. Johnston, Kavita Singh Karlekar, Christopher J. Keefer, James E. Keffer, Wendy Hitch Kerr, Mark M. Krakauer, Danielle L. LaLonde, Kim Langley, Viviana Alvarado Lavin, Heather R. Lehmann, Christina M. Leiner-Lohse, Robert Howard Lillard, Mary Caroline Loghry, Samer Loleh, Gwynetta M. Luckett, Timothy C. Mangrum, Kristin Ehst Martel, Joshua M. McCollum, Karie A. McLevain-Wells, Heather A. Michalak, William R. Moore, Gordon A. Moreau, Gabriela Thomas Morel, Jennifer B. Myers, Matthew L. Perkins, Heather N. Phillips, Lisa M. Piercey, Bram I. Pinkley, Jennifer M. Ragsdale, Jennifer L. Ray, Rachel M. Ricafort, Kimberly M. Rosdeutscher, Brent A. Rosser, Mary Walker Schofield, Katharine N. Schull, Stephanie L. Schultz, Jennifer B. Seawell, Marlon Shell, Kimbel D. Shepherd, Paige J. Smith, Richard P. Smith, Jonathan M. Spanier, Christina W. Steger, Preston M. Stein, Eric F. Stiles, Peter J. Swarr, Jolanta Szczarkowska, Maggie Dong P. Tran, Parvin Vafai, Vani V. Veeramachaneni, Amy E. Vehec, Crystal N. Vernon, Travis T. Walters, Richard O. White, Teresa S. White, Catherine Oleschig Wiggleton, Patricia Sticca Williams, Ida Michele Williams-Wilson, Aubaine M. Woods, Kenneth N. Wyatt, David A. Wyckoff, Tadayuki Yoneyama

SENIOR ASSOCIATE Cheryl W. MajorASSOCIATES Melinda P. Cohen, Vickie L. Hannig, Jean P. Pfotenhauer,

Susie Margaret RossINSTRUCTORS Jennifer L. Anstadt, Vivak Bhatt, John M. Boone,

Elizabeth B. Burgos, Irina A. Didier, Daniel E. Dulek, English C. Flack, Elizabeth A. Hammock, Leigh M. Howard, Stephanie W. Israel, Susan Oommen John, Thomas M. John, Camellia R. Koleyni, Jennifer Lane, Amy Larsen Lynch, James R. MacDonald, Bernardo A. Mainou, Mary Ruth McBean, Lauren N. McClain, Debra J. McCroskey, Jessica Herbert Mouledoux, Scott R. Parker, Alanna M. Patsiokas, Erin J. Plosa, Lorina T. Poe, Elisabeth S. Pordes, James E. Powell, Kristen L. Reeslund, Joann Romano-Keeler, John D. Scott, Martha Ellen Shepherd, Ashley H. Shoemaker, Ruth Carr Stewart, William P. Titus, Sara L. Van Driest, Amy S. Weitlauf, Kenneth L. Wilkins, Sarah Elizabeth Williams

RESEARCH INSTRUCTORS Natalia Jimenez-Truque, HyeJeong Lee, Laurie A. Silva

ADJUNCT INSTRUCTORS Kimberlee D. Wyche-EtheridgeCLINICAL INSTRUCTOR Heather Barrow, Lillian Nicole BeAird-Gaines,

Ashley Blankenship, Hunter Butler, Miranda R. Butler, Jameel Clark, Candice Crewse, Travis Crook, Cristina Reyes Cruz, Ferdinand S. Espeleta, K. Frances Frigon, Amy Dinesh Gandhi, Wilmarie Garcia, Suzanne A. Glover, Jeffrey S. Gordon, Donna M. Hamacher, Walter Harrison, Katherine Hoey, Jonathan S. Huitink, Jennifer Jehrio-Butler, Abigail L. Jennings, Jennifer Ketchum, Aubrey A. Lamptey, Rachel Levy-Olomucki, Joseph A. Little, Libby Long, Johnny Chen Lu, Lea Ann Lund, Melinda B. Mallette, Emily Malone, Julie McElroy, Elizabeth L. McFarlin, Daniel McGinley, Mary McNeal, Samuel R. Orr, Allen Peabody, Christine L. Reed, S. Dorsey Rickard, Alan E. Roach, Kerry W. Ross, Abigail Ryan, William A. Sanders, Di'Net Sintim-Amoah, Carlenda Smith, Leah Umphlett, Aaron R. Ward, Eliza Whitten, Alyson Ann Wills, Anjeli Wilson

ASSISTANTS Sarah E. Blumberg, Evan E. Campa, LaTamara Q. Garrett, Jacqueline N. Gauthier, Mary Fran Hazinski, Nealetta J. Houchins-Juarez, Adam Pablo Juarez, Mary Hamilton Morton, Amy G. Nicholson, Ellen B. O'Kelley, Alacia Trent Stainbrook, John Staubitz, Lauren A. Weaver


PharmacologyACTING CHAIR Joey V. BarnettPROFESSORS EMERITI Wolf-Dietrich Dettbarn, Joel G. Hardman, Erwin

J. Landon, Peter W. Reed, Elaine Sanders-Bush, Jack N. WellsPROFESSORS Malcolm J. Avison, Jeffrey R. Balser, Joey V. Barnett,

Italo O. Biaggioni, Randy D. Blakely, Alan R. Brash, Richard M. Breyer, Kendal Scot Broadie, H. Alex Brown, Nancy J. Brown, Richard M. Caprioli, Peter Jeffrey Conn, Ariel Y. Deutch, Ronald B. Emeson, John H. Exton, Stephen W. Fesik, Alfred L. George, Vsevolod V. Gurevich, David W. Haas, David L. Hachey, Heidi E. Hamm, Kenneth R. Hande, David G. Harrison, Bjorn C. Knollmann, Christine L. Konradi, Daniel C. Liebler, Craig W. Lindsley, MacRae F. Linton, Terry P. Lybrand, Robert L. Macdonald, Lawrence J. Marnett, Peter R. Martin, Douglas G. McMahon, Katherine T. Murray, Paul A. Newhouse, John A. Oates, Elizabeth J. Phillips, L. Jackson Roberts, David Robertson, Dan M. Roden, Sandra J. Rosenthal, Jeffrey N. Rottman, Douglas B. Sawyer, C. Michael Stein, Ronald G. Wiley, Laurence J. Zwiebel

ADJUNCT PROFESSORS Sanika S. Chirwa, John Thomas Clark, Pat R. Levitt, Sukhbir S. Mokha, Martin L. Ogletree

ASSOCIATE PROFESSORS Chang Yong Chung, Kevin P. M. Currie, Florent Elefteriou, Igor A. Feoktistov, Eugenia V. Gurevich, Eva M. Harth, Charles C. Hong, Tina M. Iverson, Ethan Lee, Michael J. McLean, Jens Meiler, Paul E. Moore, Satish R. Raj, Claus Schneider, Bih-Hwa Shieh, Jeremy M. Veenstra-VanderWeele, Brian E. Wadzinski

VISITING ASSOCIATE PROFESSORS Phyllis FreemanRESEARCH ASSOCIATE PROFESSORS Olivier G. Boutaud, Ginger Lohr

Milne, Colleen M. Niswender, Christine Saunders, Tao YangADJUNCT ASSOCIATE PROFESSORS Eun-Sook LeeASSISTANT PROFESSORS Ana Marin Dias Carneiro, John H. Cleator,

John Scott Daniels, Sean S. Davies, Jerod Scott Denton, Joshua P. Fessel, Patrick J. Grohar, Richard Joseph Gumina, Carrie K. Jones, James M. Luther, BethAnn McLaughlin, William David Merryman, Rebecca M. Sappington-Calkins, Jonathan G. Schoenecker, Benjamin W. Spiller, Gregg D. Stanwood, C. David Weaver, Xiangli Yang, Qi Zhang

RESEARCH ASSISTANT PROFESSORS Randy Barrett, Christopher Brian Brown, Michael Bubser, Michael R. Dohn, Kyle A. Emmitte, Paul James Gresch, Maureen K. Hahn, Corey R. Hopkins, Hideki Iwamoto, Aurea F. Pimenta, Shaun R. Stauffer, Alex G. Waterson, Michael R. Wood, Zixiu Xiang

ADJUNCT ASSISTANT PROFESSORS R. Nathan Daniels, Hugh M. Fentress, Klarissa D. Hardy, Susan L. Mercer

INSTRUCTORS Alice L. Rodriguez, Quinn Stanton WellsPhysical Medicine and RehabilitationCHAIR Walter R. FronteraPROFESSORS Walter R. Frontera, Michael GoldfarbASSOCIATE PROFESSORS Antoinne C. Able, Jeffery Scott JohnsASSISTANT PROFESSORS Juan A. Cabrera, Sooja Cho, R. Steven

Couch, Thomas E. Groomes, Linda R. Halperin, Angela Michelle Horton, Charles Louis Huddleston, Elizabeth A. Huntoon, Nathalie L. Maitre, Stacy M. Stark, Kristin A. Swygert, Theodore F. Towse

RESEARCH ASSISTANT PROFESSORS Paula DonahueINSTRUCTORS Bhaskar Aditya Mukherji

PsychiatryCHAIR Stephan HeckersPROFESSORS EMERITI Virginia D. Abernethy, Thomas A. Ban, William

Bernet, George C. Bolian, Peter T. Loosen, James L. Nash, Howard B. Roback, Fridolin Sulser, Warren W. Webb

PROFESSORS Randy D. Blakely, James W. Bodfish, Stephen M. Camarata, Ariel Y. Deutch, Elisabeth May Dykens, Ronald B. Emeson, D. Catherine Fuchs, Aurelio Galli, Judy Garber, Volney P. Gay, Stephan Heckers, Steven D. Hollon, Howard S. Kirshner, Christine L. Konradi, Elizabeth Lunbeck, Peter R. Martin, Keith G. Meador, Jonathan M. Metzl, Karoly Mirnics, Paul A. Newhouse, Sohee Park, William M. Petrie, Uma Rao, Christopher Slobogin, R. Jay Turner, Lynn S. Walker, Mark T. Wallace, Danny G. Winder, David Harold Zald

ADJUNCT PROFESSORS Herbert Y. Meltzer, Steven S. Sharfstein, Richard C. Shelton, Werner Konrad Strik

CLINICAL PROFESSORS David Barton, Robert O. Begtrup, Rudra Prakash, John L. Shuster, S. Steve Snow

ASSOCIATE PROFESSORS Nathaniel Kim Clark, Blythe Anne Corbett, Ronald L. Cowan, A. J. Reid Finlayson, P. Tobi Fishel, Lawrence S. Gaines, Harry E. Gwirtsman, Vanya L. Hamrin, Angela L. Jefferson, Aida L. Jimenez, Joseph D. LaBarbera, Evon Batey Lee, Myung A. Lee, Bunmi O. Olatunji, Sachin Patel, Scott M. Rodgers, Gary S. Solomon, Jeffrey G. Stovall, James S. Sutcliffe, Warren D. Taylor, Michael G. Tramontana, Harsh K. Trivedi, Jeremy M. Veenstra-VanderWeele, Zachary E. Warren, Zhongming Zhao

RESEARCH ASSOCIATE PROFESSORS Mary S. Dietrich, Zeljka M. Korade, Baxter P. Rogers

ADJUNCT ASSOCIATE PROFESSORS Rahn K. Bailey, Rebecca June Selove

ASSOCIATE CLINICAL PROFESSORS Kent Kyger, Paul W. Ragan, Karen H. Rhea, Zia U. Wahid

ASSISTANT PROFESSORS Brandon A. Ally, Terako S. T. Amison, Colin Armstrong, Anne P. Bartek, Jonathan E. Becker, Margaret McCullough Benningfield, Jennifer Urbano Blackford, Kimberly P. Brown, Reena M. Camoens, Carissa J. Cascio, Michael F. Caucci, Cheryl M. Cobb, Timothy J. Cooper, Julie A. Crittendon, Abbe G. Crump, Manus J. Donahue, Jon S. Ebert, Richard A. Epstein, Elliot M. Fielstein, Sheryl Brynne Fleisch, Mara Fleischer, Nicole Y. Franklin, Bradley W. Freeman, Maalobeeka Gangopadhyay, Katherine Gotham, Brad A. Grueter, Kirsten L. Haman, Douglas Herr, Rachel Jane Hundley, James C. Jackson, Monica L. Jacobs, Heather Kreth, Tarah M. Kuhn, Elizabeth M. LiCalzi, Whitney A. Loring, Christopher T. Maley, Linda G. Manning, Andrew A. Michel, Stephen A. Montgomery, Cassandra Rutledge Newsom, Frances Johnson Niarhos, Stephen E. Nicolson, Lesley T Omary, Sarika Uppal Peters, Todd Erik Peters, Sean M. Polyn, Julie R. Price, Ama Arthur Rowe, David N. Sacks, Kevin B. Sanders, Samuel Riley Sells, Michael H. Sherman, Elizabeth K.B. Shultz, Oliver M. Stroeh, Edwin D. Williamson, Amanda Grace Wilson, Neil David Woodward, Scott A. Wylie

ADJUNCT ASSISTANT PROFESSOR Szatmar HorvathASSISTANT CLINICAL PROFESSORS Judith B. Akin, Tammy Suggs

Alberico, Casey C. Arney, Sarah B. Aylor, Michael J. Baron, Ralph I. Barr, D. Kirk Barton, Lynn P. Barton, Sharone Elizabeth Franco Barwise, Elizabeth A. Baxter, Amy R. Best, Laurel Leslie Brown, Corey D. Campbell, Thomas W. Campbell, Natalie Campo, Nilufer E. Yalman Chanin, Philip Chanin, Michelle Macht Cochran, Carlton W. Cornett, Rodney James Snodgrass Deaton, Jill DeBona, Franklin J. Drummond, Michael J. Ferri, Jeri Eileen Fitzpatrick, Daniel L. Friedman, Sharon M. Gordon, John J. Griffin, Vicki S. Harris, Raju V. Indukuri, John A. Jackson, Kathryn Eckstein Jalovec, Robert C. Jamieson, Harold W. Jordan, William D. Kenner, Alexandre Koumtchev, Carmel Colgrove Lakhani, Thomas J. Lavie, Nasreen Mallik, Carol Proops Milam, Stephen Mory, Michael J. Murphy, Paula S. Nunn, Joe Pastor, Samuel J. Pieper, Tanya Porashka, Susanna Leigh Quasem, Gilbert W. Raulston, Marsha Robertson, Hal C. Schofield, David F. Street, Amy Tower, Alanna E. Truss, Stephanie Vaughn, Dana Deaton Verner, John A. Waide, W. Scott West, Brad V. Williams, Joseph E. Wise, Mi Yu

SENIOR ASSOCIATE Elise D. McMillanASSOCIATES Rodney S. Adams, Sonia Compas Beck, Helen E. Hatfield,

Rene A. Love, Mary Virginia T. Manley, Lynne L. McFarland, Jennifer A. Scroggie, Sandra S. Seidel, Timothy W. Stambaugh, Karen L. Starr

RESEARCH INSTRUCTOR Hui-Dong WangCLINICAL INSTRUCTORS Paul Morris, Earl Q. Parrott


Radiation OncologyCHAIR Arnold W. MalcolmPROFESSORS Anuradha Bapsi Chakravarthy, Anthony J. Cmelak,

Charles W. Coffey, George X. Ding, Michael L. Freeman, Arnold W. Malcolm

RESEARCH PROFESSOR Sekhar R. KonjetiASSISTANT PROFESSORS Albert Attia, Steven R. Goertz, Mersiha

Hadziahmetovic, Corbin R. Johnson, Manuel A. Morales, Kenneth J. Niermann, Eric Tatsuo Shinohara, Todd C. Tenenholz

Radiology and Radiological Sciences

CHAIR Reed A. OmaryPROFESSORS EMERITI Joseph H. Allen, John H. Beveridge, J. Michael

Fitzpatrick, Sandra Kirchner, E. Paul Nance, W. Faxon PaynePROFESSORS Rochelle F. Andreotti, Malcolm J. Avison, Daniel B. Brown,

J. Jeffrey Carr, Frank E. Carroll, Andre L. Churchwell, John J. Connors, Jeffrey L. Creasy, Benoit Dawant, Dominique Delbeke, Thomas S. Dina, Arthur C. Fleischer, Michael L. Freeman, Isabel Gauthier, Stephan Heckers, Marta Hernanz-Schulman, John G. Huff, Jon H. Kaas, Jeremy J. Kaye, Marvin W. Kronenberg, William H. Martin, Steven G. Meranze, Michael I. Miga, Reed A. Omary, C. Leon Partain, James A. Patton, Ronald R. Price, Anna Wang Roe, Glynis A. Sacks-Sandler, Martin P. Sandler, Stephanie E. Spottswood, Harold D. Thompson, Norman H. Tolk, Ronald C. Walker, John A. Worrell, Thomas E. Yankeelov

RESEARCH PROFESSORS A. Bertrand Brill, James Oliver McIntyreADJUNCT PROFESSOR A. Everette JamesCLINICAL PROFESSOR Gary T. SmithASSOCIATE PROFESSORS Adam W. Anderson, Ronald C. Arildsen,

Andrea B. Birch, John J. Block, Frank H. Boehm, Peter R. Bream, Keith B. Churchwell, Ronald L. Cowan, Bruce M. Damon, Mark D. Does, Edwin F. Donnelly, Daniel T. Fowler, Daniel F. Gochberg, Alice A. Hinton, H. Charles Manning, Rene Marois, Murray J. Mazer, Kevin T. McManus, J D. Mocco, Victoria L. Morgan, Cynthia B. Paschal, Todd E. Peterson, David R. Pickens, Thomas A. Powers, Michael G. Stabin, Megan K. Strother

RESEARCH ASSOCIATE PROFESSOR Baxter P. RogersADJUNCT ASSOCIATE PROFESSORS E. James Andrews, Jeffrey A.

LandmanADJOINT ASSOCIATE PROFESSOR Stacy S. Klein-GardnerASSOCIATE CLINICAL PROFESSOR M. Reza HabibianASSISTANT PROFESSORS Richard G. Abramson, Asma Ahmad,

Joseph M. Aulino, Christopher M. Baron, Emma M. Bisson, Kimberly C. Brennan, Andrew M. Brittan, Cari L. Buckingham, Charles F. Caskey, Eduard Y. Chekmenev, Li Min Chen, Gabriella L. Crane, Matthew A. Day, Charles V. DePriest, Joseph Diggs, Manus J. Donahue, Christine K. Dove, Wendy Drew Ellis, Ricardo B. Fonseca, Michael T. Froehler, James D. Green, William A. Grissom, Ewa F. Grzeszczak, Adam Guttentag, Katherine Adair Hartley, Sara M. Harvey, Melissa A. Hilmes, Tamarya L. Hoyt, Laurie B. Jones-Jackson, Martin I. Jordanov, Stephanie C. Kurita, Peter Michael Lams, Bennett A. Landman, Mark A. Lawson, Reagan R. Leverett, Andrew J. Lipnik, Eric H. Liu, Yu Luo, Jackiel R. Mayo, Wellington Pham, Sumit Pruthi, C. Chad Quarles, Amanda Nelson Ragle, John D. Ross, Uchechukwu K. A. Sampson, Sepideh Shokouhi, Sudha P. Singh, Seth A. Smith, LeAnn Simmons Stokes, David S. Taber, Theodore F. Towse, Kevin W. Waddell, Edward Brian Welch, Geoffrey E. Wile, Jennifer R. Williams, Curtis A. Wushensky

VISITING ASSISTANT PROFESSOR Waqas MajeedRESEARCH ASSISTANT PROFESSORS G. Nicole Davis, Richard D.

Dortch, William R. Riddle, John M. Virostko, Junzhong Xu, He Zhu

ADJUNCT ASSISTANT PROFESSORS James Christopher Gatenby, J. Herman Kan

ASSISTANT CLINICAL PROFESSORS Lisa A. Altieri, Mark L. Born, Henry C. Howerton, William J. Jenkins, Philip McGuire, Grace Q. Moran, Henry H. Moran, Darin K. Morgan, Andrew J. Padgug, Chirayu Shah

ASSOCIATES Jeffrey A. Clanton, Mary Ann KeenanINSTRUCTORS Amanda K. Buck, Adrienne Dula, Miles O. Foltermann,

Tanja M. Foster, Justin H. Long, Gary Travis Patterson, Melanie Rae Flores Pickering, Mohammed N. Tantawy, Feng Wang, Zhongliang Zu

RESEARCH INSTRUCTORS Michael L. Nickels, Roman V. ShchepinADJUNCT INSTRUCTORS Gang Chen, Mark A. Miller, Hamed Mojahed

Section of Surgical SciencesCHAIR OF THE SECTION R. Daniel Beauchamp

General SurgeryCHAIR Naji N. AbumradPROFESSORS EMERITI William H. Edwards, Walter G. Gobbel, J.

Kenneth Jacobs, James A. O'Neill, Robert E. Richie, John L. SawyersPROFESSORS Naji N. Abumrad, R. Daniel Beauchamp, Colleen M.

Brophy, Ronald H. Clements, J. Stephen Dummer, Wael El-Rifai, William R. Furman, Robert L. Galloway, James R. Goldenring, David Lee Gorden, Seth J. Karp, Addison K. May, Steven G. Meranze, Nipun B. Merchant, Bonnie M. Miller, Richard S. Miller, John A. Morris, Thomas C. Naslund, William H. Nealon, Pratik P. Pandharipande, C. Wright Pinson, Warren S. Sandberg, David Shaffer, Kenneth W. Sharp, Walter E. Smalley, Carmen C. Solorzano, John Leeman Tarpley, J. Kelly Wright

RESEARCH PROFESSOR Irene D. FeurerADJUNCT PROFESSORS Stephen B. Edge, Kjell E. Oberg, William O.

Richards, William L. RussellCLINICAL PROFESSORS Ravi S. Chari, Joseph L. MulherinASSOCIATE PROFESSORS Arna Banerjee, Mark P. de Caestecker,

Jesse M. Ehrenfeld, Ana M. Grau, Oscar D. Guillamondegui, Douglas A. Hale, Alan J. Herline, Michael D. Holzman, Mary Alicia Hooks, Mark C. Kelley, Kimberly D. Lomis, Ingrid M. Meszoely, Timothy C. Nunez, Alexander A. Parikh, A. Scott Pearson, Benjamin K. Poulose, Liza M. Weavind, Alexander Zaika

RESEARCH ASSOCIATE PROFESSORS Joyce Cheung-Flynn, Kareem A. Jabbour, Padmini Komalavilas, Phillip E. Williams, Edward Y. Zavala

ADJUNCT ASSOCIATE PROFESSOR Raul J. GuzmanASSOCIATE CLINICAL PROFESSORS Roger A. Bonau, William H.

Edwards, Raymond S. Martin, William A. Nylander, Stanley O. SnyderASSISTANT PROFESSORS Raeanna Clair Adams, Claudia D. Andl,

Ysela M. Carrillo, Molly M. Cone, Bradley M. Dennis, Punita Dhawan, Shannon C. Eastham, Steven J. Eskind, Charles Robert Flynn, Rachel C. Forbes, C. Louis Garrard, Sunil K. Geevarghese, Timothy M. Geiger, Oliver L. Gunter, Kamran Idrees, Ralph J. LaNeve, Eric H. Liu, Murray J. Mazer, Willie V. Melvin, Derek E. Moore, Roberta Lee Muldoon, Mayur B. Patel, Richard A. Pierce, Lisa Rae, Henry P. Russell, Amar B. Singh, Marinos C. Soteriou, Kyla P. Terhune, D. Brandon Williams

RESEARCH ASSISTANT PROFESSORS Hanbing An, Abbes Belkhiri, L. Alan Bradshaw, Lynne A. LaPierre, Anna L. Means, Nagaraj S. Nagathihalli, Joseph T. E. Roland, Robyn A. Tamboli, Michael N. VanSaun

ADJUNCT ASSISTANT PROFESSORS Leo K. Cheng, Amosy E. M'Koma, Ki Taek Nam, Patrick R. Norris

ASSISTANT CLINICAL PROFESSORS Terry R. Allen, Suhail H. Allos, Jeanne F. Ballinger, Peter A. Bird, Matthew Borkon, Eugene P.


Chambers, Jonathan A. Cohen, Richard E. Davis, Robert W. Ikard, Paul Juma Irungu, Sabi S. Kumar, Jeffrey A. Mathews, Timothy J. Ranval, Patrick S. Wolf

SENIOR ASSOCIATES Margaret J. Tarpley, Carolyn S. WattsINSTRUCTORS Robert J. Behm, Karole Marie Davis, Jonas Lars Mikael

Karlsson, Kendell Jean Sowards, Matthew D. Spann, William Walker Train

RESEARCH INSTRUCTORS Joseph Antoun, Emily Ann Eckert, Dae-woong Jo, Elena A. Kolobova, Weifeng Luo, Pamela A. Marks-Shulman, DunFa Peng, Suseela Somarajan, Mohammed Soutto, Jing Zhu

ADJUNCT INSTRUCTOR J. Joshua SmithCLINICAL INSTRUCTOR Luda Davies, Ray Hargreaves, Laura Louise

Lawson, Martina I. Okwueze

Cardiac SurgeryIINTERIM CHAIR Michael R. PetracekPROFESSORS EMERITI Harvey W. Bender, William S. StoneyPROFESSOR David P. Bichell, Walter H. Merrill, Michael R. PetracekADJUNCT PROFESSOR William H. FristCLINICAL PROFESSOR Davis C. DrinkwaterASSOCIATE PROFESSORS Karla G. Christian, Chad E. WagnerADJUNCT ASSOCIATE PROFESSOR V. Sreenath ReddyASSOCIATE CLINICAL PROFESSOR J. Scott RankinASSISTANT PROFESSORS Tarek S. Absi, Rashid M. Ahmad, Stephen K.

Ball, Ben Barton, Simon Maltais, Bret Allen MettlerINSTRUCTORS Matthew Danter

Neurological SurgeryCHAIR Reid C. ThompsonPROFESSORS EMERITI George S. Allen, J. Michael FitzpatrickPROFESSORS John J. Connors, Robert L. Galloway, David S. Haynes,

E. Duco Jansen, Peter E. Konrad, Lorri A. Lee, Anita Mahadevan-Jansen, Michael I. Miga, Dan M. Spengler, Reid C. Thompson, Noel B. Tulipan, John C. Wellons

ADJUNCT PROFESSOR Stephen M. OppenheimerCLINICAL PROFESSOR Anthony L. AsherASSOCIATE PROFESSORS Oran S. Aaronson, John Allan Barwise,

Joseph S. Cheng, Andrew J. M. Gregory, Oscar D. Guillamondegui, H. Charles Manning, Louise Ann Mawn, J D. Mocco, Joseph S. Neimat, Allen K. Sills, Gary S. Solomon, R. Jason Thurman

RESEARCH ASSOCIATE PROFESSOR C. Chris KaoASSISTANT PROFESSORS Lola B. Chambless, Mark A. Cobb, Clinton J.

Devin, Michael T. Froehler, Rebecca A. Ihrie, Robert P. Naftel, Kevin R. O'Neill, Mayur B. Patel, Paul T. Russell, Jialiang Wang, Kyle Derek Weaver, Robert J. Webster, Hong Yu

RESEARCH ASSISTANT PROFESSORS Aqeela Afzal, Michael Harvey, Michael S. Remple, Chevis N. Shannon

INSTRUCTORS John C. Barr, Clifford M. Houseman

Oral and Maxillofacial SurgeryCHAIR Samuel J. McKennaPROFESSOR Samuel J. McKennaRESEARCH PROFESSOR Scott B. Boyd

ASSOCIATE PROFESSOR Marion L. MessersmithRESEARCH ASSOCIATE PROFESSOR Luis VegaASSOCIATE CLINICAL PROFESSORS James D. Allen, John R. WertherASSISTANT PROFESSORS George A. Bare, Jack C. Fisher, Joe Gibson,

A. Joel Gluck, Jonathan D. Lucas, Allen H. Moffitt, John C. Pryse, Julie Wang Rezk, Sunya M. Sweeney

ASSISTANT CLINICAL PROFESSORS George A. Adams, Armando Aguilera, Michael L. Bobo, Bryan Byrnside, Mirna A. Caldwell, Robert Caldwell, Joshua A. Campbell, Laurie Carlisle, Jeffrey B. Carter, Andrew C. Cheung, H. Daniel Clark, George H. Clayton, Lindsey W. Cooper, Joseph Faiz, Bret D. Freedman, Clayton M. Fulks, Richard H. Gentzler, Cynthia A. Green, Spencer A. Haley, Alexandra Warren Hendricks, John T. King, Bart Konarski, William Layman, George S. Lee, Susie Lin, C. Michael Locke, Bruce C. McLeod, Timothy E. McNutt, Matthew K. Mizukawa, Edward C. Perdue, Adam S. Pitts, Gregory P. Richardson, Jeffrey Riggs, Stanley C. Roddy, Jaime A. Romero, Adam T. Schaefer, John K. Shea, Ellen G. Shemancik, Henry C. Simmons, David J. Snodgrass, John C. Stritikus, Rhonda Switzer, Donna C. Walls, Kevin D. West, John E. Yezerski

CLINICAL INSTRUCTOR F. William Taylor

Pediatric SurgeryCHAIR Dai H. ChungPROFESSOR EMERITUS George W. HolcombPROFESSORS Dai H. Chung, Wallace W. NeblettASSOCIATE PROFESSORS Martin Blakely, John B. PietschASSISTANT PROFESSORS Erik Nels Hansen, Gretchen Purcell Jackson,

Harold N. Lovvorn, Walter M. MorganRESEARCH ASSISTANT PROFESSOR Jingbo Qia

Plastic SurgeryCHAIR R. Bruce ShackPROFESSOR EMERITUS John B. LynchPROFESSORS Lillian B. Nanney, R. Bruce ShackASSOCIATE PROFESSORS Kevin F. Hagan, Kevin J. Kelly, Douglas R.

WeikertASSOCIATE CLINICAL PROFESSOR Jack FisherASSISTANT PROFESSORS Stephane Alain Braun, Kent K. Higdon,

James J. Madden, J. Blair Summitt, Wesley P. ThayerASSISTANT CLINICAL PROFESSORS Caroline H. Chester, Stephen

M. Davis, Joseph B. DeLozier, Philip E. Fleming, Mary Katherine Gingrass, Melinda J Haws, G. Patrick Maxwell, Peter M. Nthumba, John D. Rosdeutscher, J. Jason Wendel

Thoracic SurgeryCHAIR Joe B. PutnamPROFESSOR Joe B. PutnamASSOCIATE PROFESSOR Jonathan C. Nesbitt

Urologic SurgeryCHAIR Joseph A. SmithPROFESSORS Mark C. Adams, John W. Brock, Sam S. Chang, Roger

R. Dmochowski, Simon William Hayward, S. Duke Herrell, Robert J. Matusik, Steven G. Meranze, David F. Penson, John C. Pope, Joseph A. Smith


ASSOCIATE PROFESSORS Peter E. Clark, Jay H. Fowke, Melissa R. Kaufman, Douglas F. Milam, Nicole L. Miller, William J. Stone, Stacy T. Tanaka, John C. Thomas

ASSOCIATE CLINICAL PROFESSORS Charles W. Eckstein, Robert A. Sewell

ASSISTANT PROFESSORS Daniel A. Barocas, Douglass B. Clayton, Kelvin A. Moses, Matthew J. Resnick, W. Stuart Reynolds, Robert J. Webster

RESEARCH ASSISTANT PROFESSORS Omar Franco Coronel, David James DeGraff, Ren Jie Jin, Douglas W. Strand, Xiuping Yu

ASSISTANT CLINICAL PROFESSORS Raoul S. Concepcion, Mark D. Flora, Whitson Lowe

SENIOR ASSOCIATE Todd J. DoranINSTRUCTORS Jeffrey C. Bassett, Aaron D. Benson, John B. Eifler,

Christopher Mitchell, Chad Ryan Ritch, William Sohn

Named and Distinguished ProfessorsNAJI N. ABUMRAD, John L. Sawyers Chair in Surgical SciencesCARLOS L. ARTEAGA, Donna S. Hall Chair in Breast CancerDAVID M. BADER, Gladys Parkinson Stahlman Chair in Cardiovascular

ResearchH. SCOTT BALDWIN, Katrina Overall McDonald Chair in PediatricsSHARI L. BARKIN, William K. Warren Foundation Chair in MedicineR. DANIEL BEAUCHAMP, John Clinton Foshee Distinguished Chair in

SurgeryGORDON R. BERNARD, Melinda Owen Bass Chair in MedicineDAVID P. BICHELL, Cornelius Vanderbilt Chair in SurgeryTIMOTHY SCOTT BLACKWELL, Ralph and Lulu Owen Chair in MedicineRANDY D. BLAKELY, Allan D. Bass Chair in PharmacologyRICHARD M. BREYER, Ruth King Scoville Chair in MedicineJOHN W. BROCK, Monroe Carell Jr. ChairH. A. BROWN, Bixler-Johnson-Mayes ChairNANCY J. BROWN, Hugh J. Morgan Chair in MedicineDAVID J. CALKINS, Denis M. O’Day M.B.B.S. Chair in Ophthalmology

and Visual SciencesRICHARD M. CAPRIOLI, Stanford Moore Chair in BiochemistryJ. J. CARR, Cornelius Vanderbilt Chair in Radiology and Radiological

SciencesWALTER J. CHAZIN, Chancellor's Chair in MedicineALAN D. CHERRINGTON, Jacquelyn A. Turner and Dr. Dorothy J. Turner

Chair in Diabetes ResearchDAI H. CHUNG, Janie Robinson and John Moore Lee Chair in PediatricsLARRY R. CHURCHILL, Ann Geddes Stahlman Chair in Medical EthicsELLEN WRIGHT CLAYTON, Craig-Weaver Chair in PediatricsROGER D. CONE, Joe C. Davis Chair in Biomedical ScienceP. JEFFREY CONN, Lee E. Limbird Chair in PharmacologyWILLIAM O. COOPER, Cornelius Vanderbilt ChairPELAYO CORREA, Anne Potter Wilson Chair in MedicineJAMES E. CROWE, JR., Ann Scott Carell ChairMICHAEL RUTLEDGE DEBAUN, J. C. Peterson M.D. Chair in Pediatric

PulmonologyMARK R. DENISON, Craig-Weaver Chair in PediaticsTERENCE S. DERMODY, Dorothy Overall Wells Chair in PediatricsARIEL Y. DEUTCH, James G. Blakemore Chair in PsychiatryROBERT S. DITTUS, Albert and Bernard Werthan Chair in MedicineSEAN P. DONAHUE, Sam and Darthea Coleman Chair in Pediatric

OphthalmologyTHOMAS P. DOYLE, Ann and Monroe Carell Jr. Family Chair in Pediatric

CardiologyELISABETH MAY DYKENS, Annette Schaefer Eskind Chair in the

Vanderbilt Kennedy CenterROLAND D. EAVEY, Guy M. Maness Chair in OtolaryngologyKATHRYN M. EDWARDS, Sarah H. Sell and Cornelius Vanderbilt ChairWAEL EL-RIFAI, H. William Scott Jr. Chair in SurgeryTOM A. ELASY, Ann and Roscoe R. Robinson Chair of Clinical Research

at the Diabetes CenterWAEL EL-RIFAI, H. William Scott Jr. Chair in SurgeryRONALD B. EMESON, Joel G. Hardman Chair in PharmacologySERGIO FAZIO, Cornelius Vanderbilt ChairSTEPHEN W. FESIK, Orrin H. Ingram II Chair in Cancer ResearchARTHUR C. FLEISCHER, Cornelius Vanderbilt ChairAGNES B. FOGO, John L. Shapiro Chair in PathologyHAYDAR A. FRANGOUL, Carolyn Perot Rathjen ChairDEBRA L. FRIEDMAN, E. Bronson Ingram Chair in Pediatric OncologyMARK E. FRISSE, Accenture Chair in the Vanderbilt Center for Better HealthALFRED L. GEORGE, Grant W. Liddle ChairJAMES R. GOLDENRING, Paul W. Sanger Chair in Experimental SurgeryJOHN C. GORE, Hertha Ramsey Cress Chair in MedicineKATHLEEN L. GOULD, Louise B. McGavock ChairF. PETER GUENGERICH, Tadashi Inagami Ph.D. Chair in BiochemistryVOLKER H. HAASE, Krick-Brooks Chair in NephrologyHEIDI E. HAMM, Aileen M. Lange and Annie Mary Lyle Chair in

Cardiovascular ResearchRAYMOND C. HARRIS, Ann and Roscoe R. Robinson Chair in

NephrologyDAVID G. HARRISON, Betty and Jack Bailey Chair in Cardiology


KATHERINE E. HARTMANN, Lucius E. Burch Chair of Reproductive Physiology and Family Planning

JACEK J. HAWIGER, Louise B. McGavock ChairSTEPHAN H. W. HECKERS, William P. and Henry B. Test Chair in

Schizophrenia ResearchGERALD B. HICKSON, Joseph C. Ross Chair in Medical Education and

AdministrationSCOTT W. HIEBERT, Hortense B. Ingram Chair in Cancer ResearchMICHAEL D. HOLZMAN, Lester and Sara Jayne Williams Chair in

Academic SurgeryBILLY G. HUDSON, Elliott V. Newman Professor of MedicineT. ALP IKIZLER, Catherine McLaughlin Hakim Chair in Vascular BiologyKEVIN B. JOHNSON, Cornelius Vanderbilt ChairHOWARD W. JONES, Betty and Lonnie S. Burnett Chair in Obstetrics

and GynecologyHOWARD M. KATZENSTEIN, Scott and Tracie Hamilton Chair in Cancer

SurvivorshipFRED S. LAMB, Cornelius Vanderbilt ChairMICHAEL LAPOSATA, Edward and Nancy Fody Chair in PathologyCRAIG W. LINDSLEY, William K. Warren Jr. Chair in MedicineMACRAE F. LINTON, Dr. Stephen J. Schillig Jr. and Mary Schillig Chair

in MedicineJAMES E. LOYD, Rudy W. Jacobson Chair in Pulmonary MedicineIAN G. MACARA, Louise B. McGavock ChairROBERT L. MACDONALD, Gerald M. Fenichel Chair in NeurologyMARK A. MAGNUSON, Louise B. McGavock ChairARNOLD W. MALCOLM, Cornelius Vanderbilt Chair in Radiation

OncologySIMON A. MALLAL, Major E. B. Stahlman Chair in Infectious DiseasesBETH ANN MALOW, Burry Chair in Cognitive Childhood DevelopmentLAWRENCE J. MARNETT, Mary Geddes Stahlman Chair in Cancer

ResearchROBERT J. MATUSIK, William L. Bray Chair in UrologyRANDOLPH A. MILLER, Cornelius Vanderbilt ChairKAROLY MIRNICS, James G. Blakemore Chair in PsychiatryHAROLD L. MOSES, Hortense B. Ingram Chair in Cancer ResearchJAMES L. NETTERVILLE, Mark C. Smith Chair in Head and Neck

SurgeryPAUL A. NEWHOUSE, Jim Turner Chair in Cognitive DisordersJOHN H. NEWMAN, Elsa S. Hanigan Chair in Pulmonary MedicineJOHN A. OATES, Thomas F. Frist Sr. Chair in MedicineREED A. OMARY, Carol D. and Henry P. Pendergrass Chair in Radiology

and Radiological SciencesNEIL OSHEROFF, John G. Coniglio Chair in BiochemistryROBERT H. OSSOFF, Guy W. Maness Chair in Laryngology and VoiceKEVIN G. OSTEEN, Pierre Soupart Chair in Obstetrics and GynecologyWILLIAM PAO, Cornelius Abernathy Craig ChairR. STOKES PEEBLES, Elizabeth and John Murray Chair in MedicineRICHARD M. PEEK, Mina Cobb Wallace Chair in ImmunologyJOHN S. PENN, Phyllis G. and William B. Snyder M.D. Endowed Chair in

Ophthalmology and Visual SciencesDAVID F. PENSON, Paul V. Hamilton M.D. and Virginia E. Howd Chair in

Urologic OncologyELIZABETH J. PHILLIPS, John A. Oates Chair in Clinical ResearchJOHN A. PHILLIPS, David T. Karzon Chair in PediatricsJENNIFER A. PIETENPOL, Benjamin F. Byrd Jr. Endowed Chair in

OncologyC. WRIGHT PINSON, H. William Scott Jr. Chair in SurgeryDAVID W. PISTON, Louise B. McGavock ChairALVIN C. POWERS, Joe C. Davis Chair in Biomedical ScienceRONALD R. PRICE, Godfrey Hounsfield Chair in Radiology and

Radiological SciencesW. RUSSELL RIES, Carol and John Odess Chair in Facial Plastic and

Reconstructive SurgeryL. JACKSON ROBERTS, William Stokes Chair in Experimental TherapeuticsDAVID ROBERTSON, Elton Yates Professorship in Autonomic DisordersDAN M. RODEN, William Stokes Chair in Experimental TherapeuticsWILLIAM E. RUSSELL, Cornelius Vanderbilt ChairCHARLES R. SANDERS, Aileen M. Lange and Annie Mary Lyle Chair in

Cardiovascular Research

SAMUEL A. SANTORO, Dorothy Beryl and Theodore R. Austin Chair in Pathology

DOUGLAS B. SAWYER, Lisa M. Jacobson Chair in Cardiovascular MedicineJOHN F. SCHNELLE, Paul V. Hamilton M.D. Chair in GeriatricsYU SHYR, Harold L. Moses Chair in Cancer ResearchJOSEPH A. SMITH, William L. Bray Chair in UrologyKURT P. SPINDLER, Kenneth Schermerhorn Chair in Orthopaedics and

RehabilitationSUBRAMANIAM SRIRAM, William C. Weaver III Chair in NeurologyWILLIAM W. STEAD, McKesson Foundation Chair in Biomedical InformaticsC. MICHAEL STEIN, Dan May Chair in MedicineROLAND W. STEIN, Mark Collie Chair in Diabetes ResearchTIMOTHY R. STERLING, David E. Rogers ProfessorshipPAUL STERNBERG, George Weeks Hale Professorship of OphthalmologyREID C. THOMPSON, William F. Meacham Chair in Neurological SurgeryLUC VAN KAER, Elizabeth and John Shapiro ChairSTEN H. VERMUND, Amos Christie Chair in Global HealthTHOMAS J. WANG, Gottlieb C. Friesinger II Chair in Cardiovascular

MedicineDAVID H. WASSERMAN, Annie Mary Lyle ChairSTEVEN A. WEBBER, James C. Overall Chair in PediatricsMATTHEW BRET WEINGER, Norman Ty Smith Chair in Patient Safety

and Medical SimulationKEITH T. WILSON, Thomas F. Frist Sr. Chair in MedicineCHRISTOPHER V. WRIGHT, Louise B. McGavock ChairJOHN D. YORK, Natalie Overall Warren ChairROY ZENT, Thomas F. Frist Sr. Chair in MedicineCARL W. ZIMMERMAN, Frances and John C. Burch Chair in Obstetrics

and GynecologyMARY M. ZUTTER, Louise B. McGavock Chair

FacultyORAN S. AARONSON, Associate Professor of Neurological Surgery;

Assistant Professor of Orthopaedic Surgery and Rehabilitation B.S., M.B.B.S. (London [U.K.] 1992, 1997) [2004]

MATTHEW J. ABBATE, Instructor in Clinical Medicine B.A. (Brown 1987); M.D. (Tufts 1991) [1995]

KHALED ABDEL-KADER, Assistant Professor of Medicine B.A. (Saint Louis 1998); M.D. (Robert Wood Johnson Medical, New Brunswick 2002); M.S. (Pittsburgh 2009) [2013]

RASUL ABDOLRASULNIA, Research Associate Professor of Medicine B.S. (Shiraz [Iran] 1961); M.S. (Pahlavi [Iran] 1972); Ph.D. (Tennessee, Memphis 1978) [1988]

VIRGINIA D. ABERNETHY, Professor of Psychiatry, Emerita B.A. (Wellesley 1955); M.A., Ph.D. (Harvard 1968, 1970); M.B.A. (Vanderbilt 1981) [1975]

ANTOINNE C. ABLE, Associate Professor of Clinical Physical Medicine and Rehabilitation; Associate Professor of Clinical Orthopaedic Surgery and Rehabilitation B.A. (Tennessee 1980); M.S. (Tennessee State 1982); M.D., M.S.C.I. (Meharry Medical 1989, 2010) [2011]

BASSEL W. ABOU-KHALIL, Professor of Neurology B.S., M.D. (American University of Beirut [Lebanon] 1974, 1978) [1988]

RIMA N. ABOU-KHALIL, Assistant Professor of Clinical Hearing and Speech Sciences M.S. (Vanderbilt 1991); B.A., M.A. (American University of Beirut [Lebanon] 1992, 1995); Ph.D. (Vanderbilt 2003) [2009]

ROBERT L. ABRAHAM, Assistant Professor of Medicine B.A. (Dartmouth 1985); M.D. (Medical College of Georgia 2000) [2008]

RICHARD G. ABRAMSON, Assistant Professor of Radiology and Radiological Sciences A.B. (Harvard 1994); M.D. (Harvard Medical 2000) [2011]

VANDANA G. ABRAMSON, Assistant Professor of Medicine B.A. (California, Berkeley 1996); M.D. (Chicago 2000) [2009]

TAREK S. ABSI, Assistant Professor of Cardiac Surgery B.S., M.D. (American University of Beirut [Lebanon] 1991, 1995) [2005]


AHMAD ABU-HALIMAH, Assistant Professor of Clinical Medicine M.D. (Ain Shams [Egypt] 1993) [2009]

NAJI N. ABUMRAD, John L. Sawyers Chair in Surgical Sciences; Professor of Surgery; Chair of the Department of Surgery B.S., M.D. (American University of Beirut [Lebanon] 1966, 1971) [2002]

LEALANI M.Y. ACOSTA, Assistant Professor of Clinical Neurology B.A. (George Washington 2001); B.A. (Oxford [U.K.] 2003); M.D. (Virginia 2007) [2013]

SARI A. ACRA, Director, Division of Pediatric Gastroenterology B.Sc. (North Carolina State 1985); M.D. (American University of Beirut [Lebanon] 1989); M.P.H. (Vanderbilt 2005) [2001]

MAURICE M. ACREE, JR., Assistant Clinical Professor of Pathology, Microbiology, and Immunology A.B. (Vanderbilt 1949); M.D. (Tennessee, Memphis 1961) [1970]

RONY A. ADAM, Professor of Clinical Obstetrics and Gynecology B.S. (Maryland 1987); M.D. (Maryland, Baltimore 1991) [2013]

GEORGE A. ADAMS, SR., Assistant Clinical Professor of Oral and Maxillofacial Surgery D.D.S., M.S. (Indiana, Indianapolis 1974, 1976) [1978]

MARK C. ADAMS, Professor of Urologic Surgery; Professor of Pediatrics A.B., M.D. (Vanderbilt 1979, 1983) [1995]

RAEANNA CLAIR ADAMS, Assistant Professor of Surgery B.S. (Georgia 1998); M.D. (Mercer 2002) [2009]

RODNEY S. ADAMS, Associate in Psychiatry B.S.N. (Belmont 2000); M.S.N. (Vanderbilt 2001) [2002]

TAMMY H. ADAMS, Assistant Clinical Professor of Pediatrics B.S. (Belmont 1993); M.D. (East Tennessee State 1997) [2007]

WESLEY F. ADAMS, JR., Clinical Instructor in Obstetrics and Gynecology B.S. (Georgia 1970); M.D. (Medical College of Georgia 1974) [2012]

KEITH D. ADKINS, Assistant in Medicine B.A. (Augusta State 2001); M.S.N. (Vanderbilt 2008) [2010]

R. TERRY ADKINS, Assistant Clinical Professor of Obstetrics and Gynecology B.A. (Tennessee 1980); M.D. (Baylor 1983) [1989]

AQEELA AFZAL, Research Assistant Professor of Neurological Surgery M.S. (SUNY, Stony Brook 1998); Ph.D., M.B.A. (Florida 2003, 2007) [2012]

ANITA AGARWAL, Professor of Ophthalmology and Visual Sciences M.B.B.S. (Mangalore [India] 1985); M.S. (Postgraduate Institute of Medical Education and Research [India] 1990) [1999]

VINCENT K. AGBOTO, Adjunct Assistant Professor of Biostatistics B.S. (Lom [Togo] 1995); M.S., Ph.D. (Minnesota 2005, 2006) [2009]

ARMANDO AGUILERA, JR., Assistant Clinical Professor of Oral and Maxillofacial Surgery B.A. (Miami 1995); D.D.S. (Meharry School of Dentistry 2000) [2013]

MARIA DEL PILAR AGUINAGA, Professor of Obstetrics and Gynecology at Meharry Medical College; Adjunct Associate Professor of Medicine at Vanderbilt B.S., M.S. (Universidad Peruana 'Cayetano Heredia' [Peru] 1977, 1979); Ph.D. (Kanazawa [Japan] 1984) [1997]

ASMA AHMAD, Assistant Professor of Radiology and Radiological Sciences B.A. (Vanderbilt 1996); M.D. (Louisville 2001) [2009]

FIRDOS AHMAD, Research Assistant Professor of Medicine B.Sc. (Lucknow [India] 2000); M.Sc. (Jamia Hamdard [India] 2004); Ph.D. (All India Institute of Medical Sciences 2009) [2014]

RASHID M. AHMAD, Chief Informatics Officer, VHVI Sc.B. (Brown 1988); M.D. (Columbia 1992) [2002]

NAZNEEN AHMED, Associate Clinical Professor of Pediatrics M.D. (Bangalore [India] 1986) [2005]

MOHAMED R. AHMED, Research Instructor in Pharmacology Ph.D. (Madras [India] 2003) [2010]

SYED T. AHMED, Assistant Professor of Biomedical Informatics M.S., Ph.D. (Arizona State ); B.E. (Osmania [India] 2002) [2012]

CHRISTOPHER R. AIKEN, Professor of Pathology, Microbiology, and Immunology B.S. (California, Santa Barbara 1983); Ph.D. (Illinois, Champaign 1991) [1995]

MUHAMMAD AJMAL, Assistant Clinical Professor of Orthopaedic Surgery and Rehabilitation M.D. (Allama Iqbal Medical College [Pakistan] 1989) [2011]

WENDELL S. AKERS, Adjunct Associate Professor of Medicine Pharm.D. (Tennessee, Memphis 1991); Ph.D. (Kentucky, Lexington 1998) [2007]

JUDITH B. AKIN, Assistant Clinical Professor of Psychiatry B.S., M.D. (Arkansas, Little Rock 1982, 1986) [1990]

SYLVIE A. AKOHOUE, Assistant Professor of Family and Community Medicine at Meharry Medical College; Adjunct Assistant Professor of Medicine at Vanderbilt B.S. (National, San Diego 1986); M.S. (California State, Fresno 1990); Ph.D. (Pennsylvania State 2003) [2008]

TAMMY SUGGS ALBERICO, Assistant Clinical Professor of Psychiatry B.S. (Georgia 1998); M.D. (Mercer 2002) [2009]

NORMAN ALBERTSON, Assistant Clinical Professor of Pediatrics B.S. (Texas A & M 1981); M.D. (Texas, San Antonio 1991) [1995]

DONALD J. ALCENDOR, Assistant Professor of Cancer Biology at Meharry Medical College; Adjunct Assistant Professor of Cancer Biology at Vanderbilt B.Sc. (Southern, Baton Rouge 1983); M.S. (Louisiana State 1986); Ph.D. (California, Davis 1992) [2009]

MELINDA ALDRICH, Assistant Professor of Thoracic Surgery; Assistant Professor of Medicine (Epidemiology) B.A. (California, Santa Cruz 1992); M.P.H., Ph.D. (California, Berkeley 2003, 2007) [2010]

DAVID D. ALFERY, Adjunct Associate Professor of Anesthesiology B.A. (Tulane 1970); M.D. (Louisiana State, New Orleans 1976) [1995]

WILLIAM C. ALFORD, Clinical Professor of Medicine, Emeritus B.A., M.D. (Vanderbilt 1952, 1955) [1964]

HOLLY M. ALGOOD, Assistant Professor of Medicine; Assistant Professor of Pathology, Microbiology, and Immunology B.S. (Mount Union 1998); Ph.D. (Pittsburgh 2003) [2008]

SYED ARSHAD ALI, Assistant Clinical Professor of Pediatrics M.B.B.S. (Dow Medical [Pakistan] 1992) [2010]

YASMINE SUBHI ALI, Assistant Clinical Professor of Medicine B.A., M.D., M.S.C.I. (Vanderbilt 1997, 2001, 2007) [2008]

MUKTAR HASSAN ALIYU, Associate Professor of Health Policy; Associate Professor of Medicine; Assistant Professor of Family and Community Medicine at Meharry Medical College; Associate Director for Research in the Vanderbilt Institute for Global Health M.B.B.S. (Ahmadu Bello [Nigeria] 1994); M.P.H. (George Washington 2002); Dr.P.H. (Alabama, Birmingham 2005) [2009]

ANNA MARIE ALLEN, Assistant Professor of Emergency Medicine B.S., M.D. (East Tennessee State 1982, 1986) [1998]

BRIAN F.S. ALLEN, Assistant Professor of Anesthesiology B.A., M.D. (University of Washington 2002, 2006) [2012]

GEORGE S. ALLEN, Professor of Neurological Surgery, Emeritus B.A. (Wesleyan 1963); M.D. (Washington University 1967); Ph.D. (Minnesota 1975) [1984]

GREGG P. ALLEN, Clinical Instructor in Medicine; Adjunct Instructor in Nursing A.B. (Oberlin 1974); M.D. (Jefferson 1978) [1998]

JOSEPH H. ALLEN, JR., Professor of Radiology and Radiological Sciences, Emeritus M.D. (University of Washington 1948) [1956]

NEWTON P. ALLEN, JR., Assistant Clinical Professor of Medicine B.S. (Davidson 1982); M.D. (Vanderbilt 1986) [2003]

PATRICIA FLYNN ALLEN, Adjunct Assistant Professor of Hearing and Speech Sciences B.A. (Fordham 1970); M.A., M.S. (Vanderbilt 1973, 1976) [2006]

TERRY R. ALLEN, Assistant Clinical Professor of Surgery B.A. (Swarthmore 1962); M.D. (Virginia 1966) [1974]

FRED ALLISON, JR., Professor of Medicine, Emeritus B.S. (Auburn 1944); M.D. (Vanderbilt 1946) [1987]

BAN MISHU ALLOS, Associate Professor of Medicine B.A. (Emory 1981); M.D. (Tennessee, Memphis 1985) [1993]

BRANDON A. ALLY, Assistant Professor of Neurology; Assistant Professor of Psychiatry; Assistant Professor of Psychology B.A. (Tennessee 1996); M.A., Ph.D. (Southern Mississippi 2002, 2004) [2010]

LAUREL V. ALSENTZER, Associate Clinical Professor of Pediatrics B.S. (Vanderbilt 1983); M.D. (Pennsylvania State 1987) [1993]


D. PHILLIPS ALTENBERN, Clinical Instructor in Obstetrics and Gynecology B.A. (North Carolina 1984); M.D. (Vanderbilt 1988) [1992]

LISA A. ALTIERI, Assistant Clinical Professor of Radiology and Radiolgocial Sciences B.S. (Murray State 1981); M.D. (Louisville 1985) [2012]

BRET ALVIS, Assistant Professor of Anesthesiology B.S., M.D. (Iowa 2005, 2009) [2014]

LORI L. AMIS, Assistant Clinical Professor of Pediatrics B.S. (Auburn 1989); M.D. (Tennessee, Memphis 1993) [1996]

TERAKO S. T. AMISON, Assistant Professor of Clinical Psychiatry B.S. (Samford 1996); M.D. (Alabama, Birmingham 2001) [2010]

J. DAVID AMLICKE, Assistant Clinical Professor of Medicine B.A. (Williams 1980); M.D. (Northwestern 1988) [2007]

OLUWATOBI A. AMOSUN, Assistant Professor of Clinical Pediatrics B.S. (Vanderbilt 2000); M.D. (Pittsburgh 2004) [2009]

KRISTEN K. ANCELL, Assistant Professor of Clinical Medicine B.S. (Missouri State 2001); M.D. (Missouri, Saint Louis 2005) [2011]

SHILO ANDERS, Adjunct Research Assistant Professor of Anesthesiology B.A. (Montana Western 2002); M.A. (Dayton 2004); Ph.D. (Ohio State 2008) [2011]

BRENT C. ANDERSON, Assistant Professor of Medicine B.A., M.D. (Mercer 1997, 2001) [2010]

JAMES CHARLES ANDERSON, Associate Clinical Professor of Pediatrics B.A. (Illinois Wesleyan 1985); M.D. (Vanderbilt 1989) [1993]

JULIA L. ANDERSON, Assistant Professor of Pediatrics B.S. (University of the South 1996); M.D. (Mercer 2001) [2008]

MORGAN DEAN ANDERSON, Instructor in Clinical Emergency Medicine B.S. (Tennessee 2005); M.D. (Tennessee, Memphis 2009) [2014]

TED L. ANDERSON, Professor of Obstetrics and Gynecology; Adjunct Professor of Nursing B.S., M.S. (Southern Mississippi 1976, 1978); Ph.D., M.D. (Vanderbilt 1985, 1993) [2002]

CLAUDIA D. ANDL, Assistant Professor of Surgery; Assistant Professor of Cancer Biology M.Sc. (Heidelberg [Germany] 1997); Ph.D. (Duisburg-Essen [Germany] 2001) [2008]

THOMAS ANDL, Assistant Professor of Medicine M.S., Ph.D. (Heidelberg [Germany] 1994, 1998) [2008]

ROCHELLE F. ANDREOTTI, Professor of Clinical Radiology and Radiological Sciences; Associate Professor of Clinical Obstetrics and Gynecology B.S., M.D. (Florida 1975, 1978) [2005]

BENJAMIN LAU ANDREWS, Instructor in Medicine B.S. (Rice 1997); M.D. (Baylor 2005) [2012]

CLAUDIA S. ANDREWS, Clinical Professor of Pediatrics A.B., M.D. (Washington University 1968, 1972) [2006]

E. JAMES ANDREWS, JR., Adjunct Associate Professor of Radiology and Radiological Sciences B.A. (Colorado 1962); M.D. (Florida 1966) [2002]

WILLIAM A. ANDREWS, Assistant in Anesthesiology B.A. (Trevecca Nazarene 2006); M.S.N. (Vanderbilt 2011) [2011]

FEDERICA B. ANGEL, Assistant Professor of Clinical Medicine B.A. (Texas 2001); M.D. (Texas Tech University 2008) [2011]

NARENDER ANNAPUREDDY, Assistant Professor of Medicine Bachelor in Medicine (Osmania [India] 2007) [2014]

KIM ANNIS, Assistant in Medicine B.S. (Wisconsin, Stout 1979); M.S. (Transylvania 1986); B.H.S. (Kentucky, Lexington 1996) [2013]

JOSEPH ANTOUN, Research Instructor in Surgery M.S. (St. Joseph [Lebanon] 2003); Ph.D. (Université de Bretagne Occidentale [France] 2007) [2011]

TROY M. APPLE, Instructor in Pathology, Microbiology, and Immunology B.S. (Rose-Hulman Institute of Technology 1986); D.V.M. (Tennessee 1998) [2008]

BARBARA A. AQUINO, Associate Clinical Professor of Pediatrics B.S., M.D. (Santo Tomas [Phillipines] 1974, 1978) [2005]

AMIR M. ARAIN, Associate Professor of Neurology M.D. (Karachi [Pakistan] 1987); B.S. (Pakistani Community [Saudi Arabia] 1994) [2000]

RONALD C. ARILDSEN, Associate Professor of Radiology and Radiological Sciences B.S., M.S. (Yale 1977, 1977); M.D. (Columbia 1981) [1992]

SADE ARINZE, Instructor in Medicine B.Sc. (Kennesaw State 2007); M.D. (Louisville 2011) [2014]

COLIN ARMSTRONG, Assistant Professor of Clinical Psychiatry; Adjunct Assistant Professor of Psychology; Psychologist Kim Dayani Center B.A. (California State, Bakersfield 1990); Ph.D. (San Diego State 1998) [2001]

RICHARD N. ARMSTRONG, Professor of Biochemistry B.S. (Western Illinois 1970); Ph.D. (Marquette 1975) [1995]

CASEY C. ARNEY, Assistant Clinical Professor of Psychiatry B.A. (Kentucky, Lexington 1984); M.D. (Louisville 1988) [1993]

DONALD H. ARNOLD, Associate Professor of Pediatrics B.A., M.D. (Emory 1975, 1979); M.P.H. (Johns Hopkins 2006) [2002]

SHANNA ALEXANDRIA ARNOLD, Research Instructor in Pathology, Microbiology, and Immunology B.S. (Texas Christian 2003); Ph.D. (Texas, Dallas 2009); M.S. (Vanderbilt 2014) [2014]

DAVID MICHAEL ARONOFF, Associate Professor of Medicine; Director, Division of Infectious Diseases B.S. (Indiana, Fort Wayne 1991); M.D. (Tufts 1995) [2013]

CARLOS L. ARTEAGA, Donna S. Hall Chair in Breast Cancer; Professor of Medicine; Professor of Cancer Biology M.D. (Universidad Cat lica de Guayaquil [Ecuador] 1980) [1988]

SCOTT T. ARTHUR, Assistant Professor of Clinical Orthopaedic Surgery and Rehabilitation M.D. (Tennessee, Memphis 2000) [2009]

CATHERINE ARTHUR-JOHNSON, Associate Professor of Clinical Pediatrics B.S. (Oakwood 1979); M.D. (Meharry Medical 1983) [1999]

MUHAMMAD ASAD, Assistant Clinical Professor of Medicine F.Sc. (Multan [Pakistan] 1986); M.D. (Nishtar Medical [Pakistan] 1992) [2009]

SOHEYL ASADSANGABI, Assistant Professor of Clinical Obstetrics and Gynecology; Adjunct Assistant Professor of Nursing B.S.N. (Tennessee State 1996); M.S.N., D.N.P. (Vanderbilt 2004, 2013) [2006]

KOFI ASARE-BAWUAH, Clinical Instructor in Pediatrics B.Sc., M.D., M.B.Ch.B (Kwame Nkrumah University of Science and Technology [Ghana] 2000, 2003, 2004) [2014]

MANUEL ASCANO, JR., Assistant Professor of Biochemistry B.S. (Illinois, Champaign 1997); Ph.D. (Cincinnati 2006) [2014]

JUDY L. ASCHNER, Adjunct Professor of Pediatrics B.S. (Union College [New York] 1977); M.D. (Rochester 1981) [2004]

MICHAEL ASCHNER, Adjunct Professor of Pediatrics B.S., M.S., Ph.D. (Rochester 1980, 1983, 1985) [2004]

NATHAN E. ASHBY, Assistant Professor of Anesthesiology; Adjunct Assistant Professor of Nursing B.S. (Vanderbilt 1998); M.D. (Tennessee, Memphis 2003) [2008]

ANTHONY L. ASHER, Clinical Professor of Neurological Surgery B.S. (Kalamazoo 1982); M.D. (Wayne State 1987) [2012]

LINDA G. ASHFORD, Assistant Professor of Pediatrics B.S., M.S. (Tennessee 1971, 1973); M.S., Ph.D. (Vanderbilt 1982, 1988) [1995]

DANIEL H. ASHMEAD, Professor of Hearing and Speech Sciences Sc.B. (Brown 1976); Ph.D. (Minnesota 1983) [1984]

JENNIFER SINGLETON ASHWORTH, Associate Clinical Professor of Pediatrics B.S. (Vanderbilt 1992); M.D. (Alabama, Birmingham 1997) [2000]

MUHAMMAD ASLAM, Research Assistant Professor of Medicine M.B.B.S. (Nishtar Medical [Pakistan] 1981) [2010]

MARY A. ASSON-BATRES, Adjunct Professor of Medicine Ph.D. (Oregon Health and Science 1990) [2010]

ANABEL ROBERTSON ATKINSON, Associate in Orthopaedic Surgery and Rehabilitation B.A. (George Washington 2005); M.S.N. (Vanderbilt 2008) [2009]

JAMES B. ATKINSON III, Professor of Pathology, Microbiology, and Immunology B.A., Ph.D., M.D. (Vanderbilt 1973, 1981, 1981) [1985]


SHELLEY ATKINSON, Assistant in Surgery B.S.N. (Tennessee Technological 1991); M.S.N. (Vanderbilt 1995) [2011]

ALBERT ATTIA, Assistant Professor of Radiation Oncology B.E., M.D. (Vanderbilt 2003, 2007) [2013]

MARY E. ATUBRA, Assistant Clinical Professor of Pediatrics B.S., M.D. (Kwame Nkrumah University of Science and Technology [Ghana] 1985, 1988) [2009]

CAROLYN S. AUBREY, Associate in Orthopaedic Surgery and Rehabilitation B.S.N. (Evansville College 1973); M.S.N. (Vanderbilt 1974) [1991]

CAROLYN AUDET, Assistant Professor of Health Policy B.A. (Princeton 2000); M.A., Ph.D. (Vanderbilt 2004, 2006) [2008]

JOSEPH M. AULINO, Assistant Professor of Radiology and Radiological Sciences B.S. (Richmond 1991); M.D. (Medical College of Virginia 1995) [2001]

THOMAS M. AUNE, Professor of Medicine; Associate Professor of Pathology, Microbiology, and Immunology B.S. (Rhodes College 1973); Ph.D. (Tennessee, Memphis 1976) [1995]

ERIC D. AUSTIN, Assistant Professor of Pediatrics B.A. (Pennsylvania 1996); M.D. (Emory 2001); M.S.C.I. (Vanderbilt 2008) [2008]

THOMAS M. AUSTIN, JR., Assistant Professor of Anesthesiology B.S. (West Florida 2000); M.D. (Vanderbilt 2007) [2012]

LINDA L. AUTHER, Adjunct Assistant Professor of Hearing and Speech Sciences B.S., M.Ed. (James Madison [Virginia] 1986, 1988); Ph.D. (Vanderbilt 1996) [1997]

GEORGE R. AVANT, Associate Professor of Medicine B.S., M.D. (North Carolina 1963, 1967) [1974]

MALCOLM J. AVISON, Professor of Radiology and Radiological Sciences; Professor of Pharmacology; Professor of Neurology B.A. (Cambridge College [Massachusetts] 1979); M.Phil., Ph.D. (Yale 1985, 1986) [2003]

JOSEPH A. AWAD, Professor of Medicine B.A. (Vanderbilt 1980); M.D. (Washington University 1985) [1992]

JULIO E. AYALA, Adjoint Assistant Professor of Molecular Physiology and Biophysics B.S. (Duke 1997); Ph.D. (Vanderbilt 2003) [2005]

SARAH B. AYLOR, Assistant Clinical Professor of Psychiatry B.A., M.D. (Vanderbilt 1978, 1983) [1987]

NABIL J. AZAR, Assistant Professor of Neurology B.S., M.D. (American University of Beirut [Lebanon] 1996, 2000) [2007]

VLADIMIR R. BABAEV, Research Assistant Professor of Medicine M.D., Ph.D., D.Sc. (Volgograd Medical Institute [Russia] 1972, 1979, 1992) [2000]

WAYNE BABCOCK, Assistant in Anesthesiology B.S.N. (Cumberland [Tennessee] 2001); M.S.N. (Vanderbilt 2012) [2012]

BRIAN O. BACHMANN, Associate Professor of Chemistry; Associate Professor of Biochemistry B.S. (Virginia Polytechnic Institute 1992); M.S. (Southern Methodist 1994); M.A., Ph.D. (Johns Hopkins 1997, 2000) [2003]

JUSTIN MATTHEW BACHMANN, Instructor in Medicine B.A. (Washington University 2000); M.D. (Vanderbilt 2006) [2014]

DAVID M. BADER, Gladys Parkinson Stahlman Chair in Cardiovascular Research; Professor of Medicine; Professor of Cell and Developmental Biology B.A. (Augustana [South Dakota] 1974); Ph.D. (North Dakota, Williston 1978) [1995]

JAYANT BAGAI, Assistant Professor of Medicine M.D. (Delhi [India] 1994) [2008]

KANIKA BAGAI, Assistant Professor of Neurology M.B.B.S. (Delhi [India] 1995) [2004]

SARAH M. BAGGETTE, Assistant in Anesthesiology B.A. (Birmingham-Southern 1993); B.S.N. (Alabama, Birmingham 1997); M.S.N. (Johns Hopkins 2001) [2009]

NICOLE O. BAGGOTT, Associate Clinical Professor of Pediatrics B.S. (Vanderbilt 1995); M.D. (Tulane 2000) [2004]

ELIZABETH W. BAILES, Associate Clinical Professor of Pediatrics B.S., M.D. (Kentucky, Lexington 1998, 2002) [2005]

RAHN K. BAILEY, Associate Professor of Psychiatry at Meharry Medical College; Adjunct Associate Professor of Psychiatry at Vanderbilt B.S. (Morehouse 1986); M.D. (Texas, Galveston 1990) [2008]

DEBORAH D. BAKER, Associate in Orthopaedic Surgery and Rehabilitation B.S. (Pepperdine 2007); M.S. (Harding 2010) [2013]

LINDSEY AMINA BAKSH, Instructor in Clinical Obstetrics and Gynecology B.S. (California State 2005); M.S.N. (Vanderbilt 2007) [2010]

H. SCOTT BALDWIN, Katrina Overall McDonald Chair in Pediatrics; Professor of Pediatrics; Professor of Cell and Developmental Biology B.A., M.D. (Virginia 1977, 1981) [2002]

BRIAN BALES, Assistant Professor of Emergency Medicine B.A. (DePaul 2000); M.D. (Indiana, Bloomington 2008) [2012]

JUSTIN M. BALKO, Research Assistant Professor of Medicine Pharm.D. (SUNY, Buffalo 2004); Ph.D. (Kentucky, Lexington 2009) [2013]

STEPHEN K. BALL, Assistant Professor of Cardiac Surgery B.S. (Mississippi State 1983); M.D. (Mississippi 1987) [2007]

DEAN W. BALLARD Professor of Pathology, Microbiology, and Immunology B.S. (Marshall 1978); M.S., Ph.D. (Illinois, Chicago 1981, 1984) [1992]

JEANNE F. BALLINGER, Assistant Clinical Professor of Surgery at St. Thomas Medical Center B.A. (Texas 1973); M.D. (Harvard 1977) [1982]

JEFFREY R. BALSER, Vice Chancellor for Health Affairs; Dean of Vanderbilt; Professor of Anesthesiology; Professor of Medicine; Professor of Pharmacology B.S.E. (Tulane 1984); Ph.D., M.D. (Vanderbilt 1990, 1990) [1998]

THOMAS A. BAN, Professor of Psychiatry, Emeritus M.D. (Budapest University of Technology and Economics [Hungary] 1954) [1976]

MARY BANACH, Adjunct Instructor in Biostatistics M.P.H., Ph.D. (California, Berkeley 1985, 2003) [2013]

CAROLINE TUCKER BANES, Assistant in Surgery B.A. (Lipscomb 2006); M.S.N. (Vanderbilt 2007) [2011]

NANDAKUMAR BANGALORE VITTAL, Associate Professor of Neurology at Meharry Medical College; Adjunct Assistant Professor of Neurology at Vanderbilt M.B.B.S. (Bangalore [India] 1999) [2008]

SHICHUN BAO, Assistant Professor of Medicine M.D. (Shanghai Second Medical [China] 1989); Ph.D. (Indiana, Indianapolis 1997) [2005]

BEHIN BARAHIMI, Assistant Professor of Clinical Ophthalmology and Visual Sciences B.S., M.D. (Vanderbilt 2002, 2007) [2013]

GEORGE A. BARE, JR., Assistant Professor of Oral and Maxillofacial Surgery B.S. (Kentucky, Lexington 1976); M.S., D.M.D. (Louisville 1978, 1982) [2010]

SHARI L. BARKIN, William K. Warren Foundation Chair in Medicine; Director of the Division of General Pediatrics A.B. (Duke 1986); M.D. (Cincinnati 1991); M.S.H.S. (California, Los Angeles 1998) [2006]

KASSANDRA L. BARKLEY, Assistant in Neurology B.S. (Florida State 1996); M.S.N. (Vanderbilt 2001) [2009]

ALISON B. BARLOW, Assistant Professor of Clinical Obstetrics and Gynecology; Adjunct Instructor in Nursing B.S.N., M.S.N. (Vanderbilt 1995, 2000) [2006]

DONALD R. BARNETT, Clinical Instructor in Obstetrics and Gynecology A.B., M.D. (West Virginia, Parkersburg 1964, 1968) [1978]

JOEY V. BARNETT, Professor of Pharmacology; Professor of Pediatrics; Professor of Medicine; Professor of Pathology, Microbiology, and Immunology; Acting Chair, Department of Pharmacology B.S. (Southern Indiana 1980); Ph.D. (Vanderbilt 1986) [1992]

DANIEL A. BAROCAS, Assistant Professor of Urologic Surgery; Assistant Professor of Medicine B.A., B.S.E. (Pennsylvania 1992, 1992); M.D. (Johns Hopkins 2001); M.P.H. (Vanderbilt 2010) [2007]


CHRISTOPHER M. BARON, Assistant Professor of Radiology and Radiological Sciences B.S. (Saint Edward's 2000); M.D. (Texas 2005) [2012]

MICHAEL J. BARON, Assistant Clinical Professor of Psychiatry B.A. (Emory 1981); M.P.H., M.D. (Tulane 1986, 1986) [2003]

RALPH I. BARR, Assistant Clinical Professor of Psychiatry B.A., M.D. (Vanderbilt 1968, 1972) [1978]

TYLER W. BARRETT, Associate Professor of Emergency Medicine B.S. (Michigan 1997); M.D. (Vanderbilt 2001) [2005]

ANNE P. BARTEK, Assistant Professor of Psychiatry B.S., M.D. (Michigan 1975, 1979) [1990]

MARY KATHRYN BARTEK, Assistant Professor of Clinical Pediatrics B.S. (Haverford 2002); M.D. (University of Washington 2007) [2013]

BEN BARTON, Assistant Professor of Clinical Cardiac Surgery B.S. (Washington and Lee 1976); M.D. (Tennessee 1980) [2014]

DAVID BARTON, Adjunct Professor of Psychiatry and Behavioral Sciences at Meharry Medical College; Clinical Professor of Psychiatry at Vanderbilt B.S. (Alabama, Birmingham 1958); M.D. (Tulane 1962) [1971]

JEFFREY P. BARTON, Assistant in Anesthesiology B.S., Master of Physician Assistant Program (Western Michigan 2004, 2007) [2013]

D. KIRK BARTON, Assistant Clinical Professor of Psychiatry B.A. (Amherst 1987); M.D. (Rochester 1993) [2011]

LYNN P. BARTON, Assistant Clinical Professor of Psychiatry B.A. (Tulane 1963); M.S.S.W. (Tennessee 1977) [1986]

SHARONE ELIZABETH FRANCO BARWISE, Assistant Clinical Professor of Psychiatry M.D. (Cape Town [South Africa] 1983) [2002]

MIRCEA M. BASARABA, Assistant Clinical Professor of Medicine M.D. (University of Medicine and Pharmacy [Romania] 1987); M.P.H. (Medical University of South Carolina 1998) [2010]

JULIE A. BASTARACHE, Assistant Professor of Medicine B.A. (College of the Holy Cross 1996); M.D. (Vanderbilt 1999) [2005]

JAMES H. BATSON, Assistant Clinical Professor of Pediatrics B.A. (Transylvania 1992); M.D. (East Tennessee State 1996) [2003]

JOSHUA A. BAUER, Research Assistant Professor of Biochemistry B.S. (Wisconsin 2001); Ph.D. (Michigan 2006) [2012]

HOWARD B. BAUM, Assistant Professor of Medicine A.B. (Texas, Dallas 1983); M.D. (Johns Hopkins 1987) [2012]

ROBERT BAUM, Health Professions Advice Office; Adjunct Assistant Professor of Orthopaedic Surgery and Rehabilitation B.S., M.S. (SUNY, Buffalo 1970, 1972); M.D. (Cincinnati 1988) [1996]

ELIZABETH A. BAXTER, Assistant Clinical Professor of Psychiatry B.S. (Rhodes College 1985); M.D. (Vanderbilt 1990) [2003]

CURTIS L. BAYSINGER, Associate Professor of Anesthesiology B.S., M.D. (Vanderbilt 1974, 1978) [2003]

XYLINA D. BEAN, Professor of Pediatrics at Meharry Medical College; Clinical Professor of Pediatrics at Vanderbilt B.A. (Mount Holyoke 1969); M.D. (Pennsylvania 1973) [2007]

DEANA MARCI BEARD, Assistant in Medicine M.S.N. (Vanderbilt 1996) [2005]

R. DANIEL BEAUCHAMP, John Clinton Foshee Distinguished Chair in Surgery; Professor of Surgery; Professor of Cancer Biology; Professor of Cell and Developmental Biology; Chair of the Section of Surgical Sciences; Adjunct Professor of Surgery at Meharry Medical College B.S. (Texas Tech University 1978); M.D. (Texas, Dallas 1982) [1987]

DAWN M. BEAULIEU, Assistant Professor of Medicine B.S. (Tennessee 1993); M.D. (Memphis 2003) [2009]

SONIA COMPAS BECK, Associate in Psychiatry B.A., M.A. (West Chester 1986, 1988); Ph.D. (Tennessee State 2001) [2011]

JASON R. BECKER, Assistant Professor of Medicine B.S. (Pennsylvania State 1998); M.D. (Tulane 2002) [2010]

JONATHAN E. BECKER, Assistant Professor of Clinical Psychiatry M.S., B.A. (Tulane 2003, 2004); D.O. (Des Moines University 2009) [2013]

MICHELLE M. BECKER, Research Assistant Professor of Pediatrics B.S. (Wheaton 1991); Ph.D. (Vanderbilt 2002) [2013]

ALICIA BEEGHLY-FADIEL, Assistant Professor of Medicine B.S. (Massachusetts Institute of Technology 1995); Ph.D., M.P.H., M.Phil. (Yale 1995, 2002, 2005) [2009]

ROBERT O. BEGTRUP, Clinical Professor of Psychiatry M.D. (Tulane 1966) [1984]

RICHARD S. BELCHER, JR., Assistant Professor of Emergency Medicine B.A. (Tennessee, Chattanooga 1985); M.D. (Tennessee, Memphis 1989) [1992]

DEANNA SMITH BELL, Associate Clinical Professor of Pediatrics M.D. (East Tennessee State 1996); M.D. (Belmont 2000) [2003]

SHANNON SWEENEY BELL, Assistant in Surgery B.S.W. (**Lipscomb 2000); M.S.N. (Vanderbilt 2003) [2006]

SUNNY D. BELL, Assistant Professor of Clinical Pediatrics B.S. (DePaul 2005); M.D. (Indiana, Indianapolis 2009) [2013]

SUSAN P. BELL, Assistant Professor of Medicine B.Sc., M.B.B.S. (London [U.K.] 1995, 1998) [2012]

HARVEY W. BENDER, JR., Professor of Cardiac and Thoracic Surgery, Emeritus M.D. (Baylor 1959) [1971]

NANCY MAYER BENEGAS, Assistant Professor of Clinical Ophthalmology and Visual Sciences; Assistant Professor of Clinical Pediatrics B.A. (Harvard 1988); M.D. (Minnesota 1993) [2009]

JOHN G. BENITEZ, Associate Professor of Emergency Medicine; Associate Professor of Clinical Medicine B.A. (Southern Illinois 1978); M.D. (Southern Illinois, Springfield 1981); M.P.H. (Pittsburgh 1995) [2008]

JOHN BENJAMIN, Assistant Professor of Pediatrics M.B.B.S. (Lokmanya Tilak Municipal [India] 1998); M.P.H. (Medical University of South Carolina 2001) [2012]

CLAUDIA BENKWITZ, Assistant Professor of Anesthesiology M.D., Ph.D. (Bonn [Germany] 2000, 2007) [2013]

JEREMY BENNETT, Assistant Professor of Anesthesiology B.S. (Middle Tennessee State 2003); M.D. (Meharry Medical 2008) [2013]

KELLY A. BENNETT, Associate Professor of Obstetrics and Gynecology; Director, Division of Maternal Fetal Medicine B.S. (Concordia, Montreal [Canada] 1988); B.S., M.D. (Memorial University of Newfoundland 1990, 1992) [2009]

KELLY S. BENNIE, Assistant Clinical Professor of Pediatrics B.S. (Miami [Ohio] 1988); M.D. (Tennessee, Memphis 1994) [1997]

MARGARET MCCULLOUGH BENNINGFIELD, Assistant Professor of Psychiatry; Assistant Professor of Pediatrics B.A. (Washington University 1996); M.D. (Vanderbilt 2002) [2008]

SARAH M. BENSON, Assistant in Medicine B.S. (Southern Indiana 2003); M.S. (Indiana, Indianapolis 2007) [2012]

ALAN R. BENTLEY, Assistant Vice Chancellor for Technology Transfer and Enterprise Development; Assistant Professor of Medical Education and Administration B.S. (Carnegie Mellon 1994); M.S. (Virginia 1994) [2011]

JORDAN D. BERLIN, Professor of Medicine B.S. (Illinois, College of Medicine, Champaign 1985); M.D. (Illinois, Chicago 1989) [1999]

M. LAWRENCE BERMAN, Professor of Anesthesiology, Emeritus B.S. (Connecticut, Stamford 1951); M.S., Ph.D. (University of Washington 1954, 1956); M.D. (North Carolina 1964) [1974]

SUZANNE K. BERMAN, Assistant Clinical Professor of Pediatrics B.A. (Rice 1994); M.D. (Tennessee, Memphis 1998) [2002]

GORDON R. BERNARD, Associate Vice Chancellor for Clinical and Translational Research; Senior Associate Dean for Clinical Sciences; Melinda Owen Bass Chair in Medicine; Professor of Medicine B.S. (Southern, Baton Rouge 1972); M.D. (Louisiana State 1976) [1981]

WILLIAM BERNET, Professor of Psychiatry, Emeritus A.B. (College of the Holy Cross 1963); M.D. (Harvard 1967) [1992]

JAMES MICHAEL BERRY, Professor of Anesthesiology B.A. (Rice 1980); M.D. (Texas 1984) [2003]

PHILLIP D. BERTRAM, Associate Clinical Professor of Medicine B.S. (Tennessee Technological 1966); M.D. (Tennessee, Memphis 1968) [1983]


FRED H. BESS, Professor of Hearing and Speech Sciences; Professor of Otolaryngology A.B. (Carthage 1962); M.S. (Vanderbilt 1964); Ph.D. (Michigan 1970) [1976]

AMY R. BEST, Assistant Clinical Professor of Psychiatry B.S. (Indiana, Bloomington 2002); M.D. (Cincinnati 2007) [2012]

ALBERT H. BETH, Professor of Molecular Physiology and Biophysics B.S. (Murray State 1974); Ph.D. (Vanderbilt 1977) [1977]

JON E. BETTS, Assistant Clinical Professor of Pediatrics B.S. (Vanderbilt 1992); M.D. (Alabama, Birmingham 2000) [2003]

JOHN H. BEVERIDGE, Professor of Radiology and Radiological Sciences, Emeritus B.S., M.D. (Virginia 1941, 1944) [1952]

BRUCE R. BEYER, Associate Professor of Clinical Obstetrics and Gynecology B.A., M.D. (Vanderbilt 1977, 1981) [1986]

AMAR B. BHATT, Assistant Professor of Neurology B.A. (Lehigh 2005); M.D. (Drexel 2007) [2012]

VIVAK BHATT, Instructor in Clinical Pediatrics; Instructor in Clinical Medicine B.S. (Austin College 1995); M.D. (Sul Ross State 1999) [2006]

GAUTAM BHAVE, Assistant Professor of Medicine B.G.S. (Cornell 1996); Ph.D., M.D. (Baylor 2002, 2004) [2010]

ITALO O. BIAGGIONI, Professor of Medicine; Professor of Pharmacology M.D. (Universidad Peruana 'Cayetano Heredia' [Peru] 1980) [1986]

ADRIANA BIALOSTOZKY, Assistant Professor of Pediatrics M.D. (Universidad Nacional Aut noma de M xico 1994) [2004]

DAVID P. BICHELL, Cornelius Vanderbilt Chair in Surgery B.A. (Johns Hopkins 1980); M.D. (Columbia 1987) [2006]

JULIAN S. BICK, Assistant Professor of Anesthesiology B.S. (Virginia Commonwealth 2000); M.D. (Virginia 2004) [2009]

BRIAN STUART BIESMAN, Assistant Clinical Professor of Ophthalmology and Visual Sciences B.S., M.D. (Michigan 1984, 1988) [2003]

VIRGIL L. BIGHAM IV, Associate Clinical Professor of Pediatrics B.A. (Mississippi 1988); M.D. (Mississippi, Jackson 1993) [2007]

CHERYL RAINEY BILLANTE, Adjunct Assistant Professor of Otolaryngology B.A. (Harding 1986); M.S., Ph.D. (Vanderbilt 1988, 1997) [2001]

DANIEL H. BILLER, Assistant Professor of Clinical Obstetrics and Gynecology B.A. (Texas 1994); M.D. (Tennessee, Memphis 1999) [2007]

FREDERIC T. BILLINGS IV, Assistant Professor of Anesthesiology B.S. (Washington and Lee 1998); M.D. (Louisiana State 2002); M.S.C.I. (Vanderbilt 2010) [2008]

NATHAN C. BINGHAM, Assistant Professor of Pediatrics; Assistant Professor of Molecular Physiology and Biophysics B.A. (Brigham Young 1999); Ph.D., M.D. (Texas, Southwestern Medical 2007, 2008) [2013]

ANDREA B. BIRCH, Associate Professor of Clinical Radiology and Radiological Sciences B.S. (Spelman 1981); M.D. (Meharry Medical 1985) [2009]

DANIEL A. BIRCHMORE, Assistant Professor of Medicine B.S. (Georgia 1972); M.D. (Medical College of Georgia 1976) [1997]

KELLY A. BIRDWELL, Assistant Professor of Medicine B.A. (Tennessee 1997); M.D. (Emory 2001); M.S.C.I. (Vanderbilt 2008) [2009]

DAVID L. BLACK, Associate Clinical Professor of Pathology, Microbiology, and Immunology B.S. (Loyola College [Maryland] 1974); Ph.D. (Maryland, Baltimore 1982) [2009]

JENNIFER URBANO BLACKFORD, Associate Professor of Psychiatry; Assistant Professor of Psychology B.S. (Florida State 1990); M.S., Ph.D. (Vanderbilt 1994, 1998) [1999]

TIMOTHY SCOTT BLACKWELL, Ralph and Lulu Owen Chair in Medicine; Professor of Medicine; Professor of Cell and Developmental Biology; Professor of Cancer Biology; Director, Division of Allergy, Pulmonary and Critical Care B.A. (Vanderbilt 1983); M.D. (Alabama, Birmingham 1988) [1995]

JAMES L. BLAIR, Assistant Professor of Clinical Anesthesiology B.S. (Iowa State ); D.O. (College of Osteopathic Medicine and Surgery 1983) [2007]

RANDOLPH BLAKE, Centennial Professor of Psychology; Professor of Ophthalmology and Visual Sciences B.A. (Texas 1967); M.A., Ph.D. (Vanderbilt 1969, 1972) [1988]

RANDY D. BLAKELY, Allan D. Bass Chair in Pharmacology; Professor of Pharmacology; Professor of Psychiatry B.A. (Emory 1981); Ph.D. (Johns Hopkins 1987) [1995]

ASHLEY BLANKENSHIP, Clinical Instructor in Pediatrics B.A. (Hendrix 2005); M.D. (Arkansas 2009) [2012]

DAVID J. BLAZER, Assistant Clinical Professor of Medicine B.A. (Hartford 1973); M.D. (Florence [Italy] 1980) [2009]

KAREN C. BLOCH, Associate Professor of Health Policy; Associate Professor of Medicine B.S. (Duke 1986); M.D. (Virginia 1990); M.P.H. (California, Berkeley 1996) [1997]

JOHN J. BLOCK, Associate Professor of Radiology and Radiological Sciences; Associate Professor of Orthopaedic Surgery and Rehabilitation; Associate Professor of Emergency Medicine B.S., M.D. (Oklahoma 1991, 1995) [2001]

WILLIAM J. BLOT, Research Professor of Medicine B.S., M.S. (Florida 1964, 1966); Ph.D. (Florida State 1970) [2000]

SARAH E. BLUMBERG, Assistant in Pediatrics B.S., M.S. (Middle Tennessee State 1998, 2004); Ed.D. (Nova Southeastern 2012) [2014]

JEFFREY D. BLUME, Associate Professor of Biostatistics; Director, Biostatistics Collaboration Center; Director, Graduate Studies B.A. (SUNY, Buffalo 1994); Ph.D. (Johns Hopkins 1999) [2008]

JAMES F. BLUMSTEIN, University Professor of Constitutional Law and Health Law and Policy; Professor of Medicine; Professor of Management B.A., LL.B., M.A. (Yale 1966, 1970, 1970) [1970]

MICHAEL L. BOBO, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Tennessee 1990); D.D.S. (Tennessee, Memphis 1994); M.D. (Vanderbilt 1997) [2003]

PAUL E. BOCK, Professor of Pathology, Microbiology, and Immunology; Professor of Medicine B.A. (California, San Diego 1971); Ph.D. (Washington University 1976) [1991]

JAMES W. BODFISH, Professor of Hearing and Speech Sciences; Professor of Psychiatry B.S. (New Haven 1983); M.A., Ph.D. (Alabama, Birmingham 1985, 1986) [2012]

FRANK H. BOEHM, Professor of Obstetrics and Gynecology; Associate Professor of Radiology and Radiological Sciences; Adjunct Professor of Nursing B.A., M.D. (Vanderbilt 1962, 1965) [1972]

PAOLO BOFFETTA, Adjunct Professor of Medicine M.D., M.P.H. (Torino [Italy] 1985, 1988) [2002]

TRACY S. BOGARD, Assistant in Medicine B.S.N. (Murray State 2007); M.S.N. (Vanderbilt 2010) [2011]

JOHN DUNNING BOICE, JR., Research Professor of Medicine B.S. (Texas, El Paso 1967); M.S. (Rensselaer Polytechnic Institute 1968); S.M. (Harvard 1974); Sc.D. (Harvard Medical 1977) [2000]

GEORGE C. BOLIAN, Professor of Psychiatry, Emeritus B.A. (Chicago 1950); B.A. (Harvard 1952); M.D. (Tulane 1957) [1987]

ROGER A. BONAU, Associate Clinical Professor of Surgery at St. Thomas Medical Center B.A. (Emory 1977); M.D. (Tulane 1981) [1989]

JOHN B. BOND III, Assistant Professor of Ophthalmology and Visual Sciences B.S., M.D. (Vanderbilt 1979, 1984) [1989]

JENNIFER BONDURANT, Associate Clinical Professor of Pediatrics B.E. (Vanderbilt 1993); M.D. (Tennessee, Memphis 1997) [2000]

ROBERT C. BONE, Adjunct Associate Professor of Pediatrics B.A., M.D., M.B.A. (Vanderbilt 1958, 1962, 1985) [1969]

ALYSSA R. BONINE-SUMMERS, Visiting Assistant Professor of Biochemistry B.A. (Lawrence 2000); Ph.D. (Vanderbilt 2006) [2011]

JAMES A. BOOKMAN, Assistant Professor of Clinical Ophthalmology and Visual Sciences M.D. (Tulane 1972) [1981]


CHAD S. BOOMERSHINE, Assistant Clinical Professor of Medicine B.S. (Dayton 1994); M.D. (Ohio State 2002) [2005]

JOHN M. BOONE, JR., Instructor in Clinical Medicine; Instructor in Clinical Pediatrics B.S., M.D. (Mississippi State 1985, 1991) [2008]

JEFFREY B. BOORD, Assistant Professor of Medicine B.S. (Miami [Ohio] 1992); M.D. (Wake Forest 1996) [2002]

MARK R. BOOTHBY, Professor of Pathology, Microbiology, and Immunology; Professor of Medicine B.S. (Wisconsin 1976); Ph.D., M.D. (Washington University 1983, 1983) [1992]

SETH R. BORDENSTEIN, Associate Professor of Biological Sciences; Associate Professor of Pathology, Microbiology, and Immunology B.S., M.S., Ph.D. (Rochester 1997, 1999, 2002) [2008]

SCOTT C. BORINSTEIN, Assistant Professor of Pediatrics B.S. (Richmond 1994); Ph.D., M.D. (Medical College of Virginia 2002, 2002) [2009]

MATTHEW BORKON, Assistant Clinical Professor of Surgery B.S. (Vanderbilt 2001); M.D. (Kansas 2005) [2014]

MARK L. BORN, Assistant Clinical Professor of Radiology and Radiological Sciences B.A. (Yale 1968); M.D. (Stanford 1972) [2009]

CORINA BORZA, Research Assistant Professor of Medicine B.Sc., M.Sc. (Bucharest [Romania] 1991, 1991); Ph.D. (Kansas 2000) [2010]

ESWARA C. BOTTA, Assistant Professor of Clinical Anesthesiology M.B.B.S. (Andhra [India] 1976); M.S. (Madras [India] 1981); M.Ch.E. (Mangalore [India] 1986) [2007]

CATHERINE SIPE BOTTOMS, Associate Clinical Professor of Pediatrics B.S. (Duke 1997); M.D. (Wake Forest 2002) [2005]

LANA J. BOURSOULIAN, Adjunct Assistant Professor of Neurology M.D. (Damascus [Syria] 2002) [2012]

CLIFFORD BOWENS, JR., Assistant Professor of Clinical Anesthesiology B.S. (Illinois, Champaign 1986); M.D. (Duke 1993) [2005]

F. KIRK BOWLES, Assistant Professor of Clinical Ophthalmology and Visual Sciences B.A. (Kenyon 1988); M.D. (Vanderbilt 1992) [2011]

AARON B. BOWMAN, Assistant Professor of Neurology; Assistant Professor of Pediatrics B.S. (Brigham Young 1995); Ph.D. (California, San Diego 2000) [2006]

ERICA A. BOWTON, Research Assistant Professor of Medical Education and Administration B.S. (North Carolina 2003); Ph.D. (Vanderbilt 2009) [2014]

ROBERT H. BOYCE, Assistant Professor of Orthopaedic Surgery and Rehabilitation B.S. (Auburn 1992); M.D. (Vanderbilt 1996) [2013]

ALAN S. BOYD, Professor of Medicine; Associate Professor of Pathology, Microbiology, and Immunology B.S. (Abilene Christian 1982); M.D. (Texas, Houston 1986) [1993]

JEREMY S. BOYD, Assistant Professor of Emergency Medicine B.A. (Rhodes College 2001); M.D. (Brown 2009) [2013]

KELLI LYNN BOYD, Associate Professor of Pathology, Microbiology, and Immunology B.S., D.V.M. (Mississippi State 1993, 1996); Ph.D. (Georgia 2001) [2009]

SCOTT B. BOYD, Research Professor of Medical Education and Administration; Research Professor of Neurology; Research Professor of Oral and Maxillofacial Surgery B.S., D.D.S. (Michigan 1976, 1980); Ph.D. (Texas 1984) [2008]

GARY C. BOYLE, Clinical Instructor in Obstetrics and Gynecology M.D. (Virginia 1975) [2012]

JILL K. BOYLE, Associate Professor of Clinical Anesthesiology B.A. (Converse 1977); M.D. (Medical University of South Carolina 1980) [2003]

TAMALA SELKE BRADHAM, Assistant Professor of Hearing and Speech Sciences B.A. (Columbia College [Missouri] 1992); M.Aud., Ph.D. (South Carolina 1994, 1998) [2004]

WILLIAM S. BRADHAM, JR., Assistant Professor of Medicine B.A., M.S., M.D. (South Carolina 1988, 1992, 2003) [2010]

JOEL F. BRADLEY, JR., Clinical Professor of Pediatrics B.S. (Davidson 1973); M.D. (Wake Forest 1977) [2001]

KATHRYN E. BRADLEY, Instructor in Clinical Neurology B.A. (Grinnell 2004); M.D. (Arizona 2010) [2014]

MELITA M. BRADLEY, Assistant Clinical Professor of Pediatrics B.S. (Middle Tennessee State 1991); M.D. (Miami [Florida] 1996) [2007]

SCOTT M. BRADLEY, Clinical Instructor in Emergency Medicine B.A. (California, Berkeley 2001); M.P.H. (Johns Hopkins 2005); M.D. (California, Irvine 2007) [2011]

ELIZABETH BRADSHAW, Assistant in Medicine B.S. (Northern Colorado 2007); M.S. (Iowa 2012) [2014]

L. ALAN BRADSHAW, Research Assistant Professor of Surgery B.S. (Abilene Christian 1990); M.S., Ph.D. (Vanderbilt 1992, 1995) [1996]

DONALD W. BRADY, Senior Associate Dean for Graduate Medical Education; Professor of Medicine; Professor of Medical Education and Administration B.S., M.D. (Vanderbilt 1986, 1990) [2007]

JAN LEWIS BRANDES, Assistant Clinical Professor of Neurology B.S. (**Mississippi Univ for Women 1975); M.S. (Tennessee 1980); M.D. (Vanderbilt 1989) [1993]

STEPHEN J. BRANDT, Professor of Medicine; Professor of Cancer Biology; Professor of Cell and Developmental Biology B.S. (Duke 1976); M.D. (Emory 1981) [1990]

MILAM A. BRANTLEY, JR., Associate Professor of Ophthalmology and Visual Sciences B.A. (Austin College 1988); Ph.D., M.D. (Baylor 1996, 1998) [2010]

ALAN R. BRASH, Professor of Pharmacology B.A. (Cambridge [U.K.] 1970); Ph.D. (Edinburgh [U.K.] 1976) [1977]

GENE W. BRATT, Associate Professor of Hearing and Speech Sciences B.A. (Calvin 1969); M.A. (Michigan State 1975); Ph.D. (Vanderbilt 1980) [1980]

STEPHANE ALAIN BRAUN, Assistant Professor of Plastic Surgery B.S., M.D. (Ottawa [Canada] 1991, 1995) [2009]

PETER R. BREAM, JR., Associate Professor of Radiology and Radiological Sciences; Associate Professor of Medicine B.S. (Davidson 1990); M.D. (North Carolina 1996) [2001]

LORI A. BREAUX, Assistant Clinical Professor of Pediatrics B.S. (Spelman 1992); M.D. (Meharry Medical 1996) [2000]

RICHARD A. BREEDEN, Senior Associate in Orthopaedic Surgery and Rehabilitation B.S. (Bowling Green State 1994); D.P.M. (Ohio College of Podiatric Medicine 1999) [2012]

KIMBERLY C. BRENNAN, Assistant Professor of Radiology and Radiological Sciences B.S. (Indiana, Bloomington 1994); M.D. (Kentucky, Lexington 1998) [2004]

PHILLIP L. BRESSMAN, Clinical Instructor in Obstetrics and Gynecology B.S. (Oklahoma 1974); M.D. (Vanderbilt 1979) [1983]

MATTHEW D. BREYER, Adjunct Professor of Medicine B.Sc. (Michigan 1975); M.D. (Harvard 1979) [2008]

RICHARD M. BREYER, Ruth King Scoville Chair in Medicine; Professor of Medicine; Professor of Biochemistry; Professor of Pharmacology B.S. (Michigan 1978); M.S., Ph.D. (Massachusetts Institute of Technology 1982, 1988) [1991]

PAUL BREZINA, Assistant Clinical Professor of Obstetrics and Gynecology B.A. (North Carolina 1999); M.B.A., M.D. (East Carolina 2004, 2004) [2013]

BRIAN C. BRIDGES, Assistant Professor of Pediatrics; Assistant Professor of Anesthesiology B.A. (Furman 1998); M.D. (Medical University of South Carolina 2004) [2010]

ERIC R. BRIGGS, Assistant Professor of Clinical Anesthesiology B.S. (Louisiana Tech 2002); M.D. (Louisiana State 2006) [2010]

A. BERTRAND BRILL, Research Professor of Radiology and Radiological Sciences M.D. (Utah 1956); Ph.D. (California, Berkeley 1961) [1997]

MARCELA BRISSOVA, Research Assistant Professor of Medicine M.S., Ph.D. (Slovak Technical [Slovakia] 1990, 1994) [2001]


ANDREW M. BRITTAN, Assistant Professor of Radiology and Radiological Sciences B.S. (Creighton 1984); M.D. (Kansas 1992) [2006]

KENDAL SCOT BROADIE, Stevenson Professor of Neurobiology; Professor of Pharmacology; Professor of Cell and Developmental Biology B.S. (Oregon 1989); Ph.D. (Cambridge [U.K.] 1994) [2002]

CAROL H. BROADWAY, Clinical Professor of Pediatrics B.A. (Tennessee 1983); M.D. (Tennessee, Memphis 1988) [2006]

E. JANE BROCK, Associate Professor of Clinical Anesthesiology B.S. (Tennessee, Chattanooga 1983); D.O. (Kirksville College of Osteopathic Medicine 1989) [2008]

JOHN W. BROCK III, Monroe Carell Jr. Chair; Professor of Urologic Surgery; Professor of Pediatrics; Director Division of Pediatric Urology B.A. (Vanderbilt 1974); M.D. (Medical College of Georgia 1978) [1983]

A. SCOTT BROOKS, Clinical Professor of Pediatrics B.S. (Vanderbilt 1977); M.D. (Tennessee, Memphis 1981) [1984]

HOLLY BROOKS, Assistant in Anesthesiology B.S.N. (William Jewell 1998); M.S.N. (Vanderbilt 2010) [2011]

COLLEEN M. BROPHY, Professor of Surgery; Professor of Medicine B.S., M.D. (Utah 1979, 1983) [2008]

DONALD T. BROTHERS, JR., Associate Clinical Professor of Pediatrics B.S. (Vanderbilt 1985); M.D. (Tennessee, Memphis 1989) [1994]

KYLE B. BROTHERS, Adjunct Assistant Professor of Pedicatrics B.S. (Centre 2000); M.D. (Louisville 2004) [2008]

ANNE W. BROWN Assistant in Medicine B.S.N., M.S.N. (Vanderbilt 1974, 1983) [2001]

ASHLEY R. BROWN, Assistant Professor of Emergency Medicine B.S. (Washington and Lee 2006); M.D. (Wake Forest 2010) [2013]

CHRISTOPHER BRIAN BROWN, Research Assistant Professor of Pediatrics; Research Assistant Professor of Pharmacology B.S. (Auburn 1990); Ph.D. (Vanderbilt 1997) [2003]

DANIEL B. BROWN, Professor of Radiology and Radiological Sciences B.S. (Dickinson 1989); M.D. (Hahnemann Medical 1993) [2013]

DEANNA B. BROWN, Clinical Instructor in Pediatrics B.S. (Tennessee 2004); M.D. (East Tennessee State 2010) [2013]

DOUGLAS H. BROWN, Assistant Clinical Professor of Obstetrics and Gynecology B.S. (Birmingham-Southern 1973); M.D. (Alabama, Birmingham 1976) [1980]

H. ALEX BROWN, Bixler-Johnson-Mayes Chair; Professor of Pharmacology; Professor of Biochemistry B.S. (Florida Institute of Technology 1983); M.S. (Syracuse 1986); Ph.D. (North Carolina 1992) [2005]

KELLY MARI BROWN, Assistant Professor of Clinical Neurology B.A., B.S. (Muhlenberg 1991, 1991); M.D. (Hahnemann Medical 1996) [2013]

KIMBERLY P. BROWN, Assistant Professor of Psychiatry B.A. (Duke 1995); Ph.D. (Alabama 2002) [2002]

LAUREL LESLIE BROWN, Assistant Clinical Professor of Psychiatry B.A. (Hendrix 1977); Ph.D. (Vanderbilt 2000) [2001]

NANCY J. BROWN, Hugh J. Morgan Chair in Medicine; Professor of Medicine; Professor of Pharmacology; Chair of the Department of Medicine B.A. (Yale 1981); M.D. (Harvard Medical 1986) [1992]

REBEKAH FLOWERS BROWN, Assistant Professor of Pediatrics B.S. (University of the South 1999); M.D. (Arkansas, Little Rock 2003) [2010]

STEVEN H. BROWN, Associate Professor of Biomedical Informatics; Director, Health and Medical Informatics A.B., M.D. (Brown 1981, 1987); M.S. (Vanderbilt 1998) [1996]

SUZANNE BROWN, Assistant Professor of Medicine B.A. (Dartmouth 1996); M.D. (Harvard Medical 2002); M.S. (Pennsylvania 2009) [2014]

VERENA WYVILL BROWN, Assistant Professor of Pediatrics B.S. (Georgia Institute of Technology 2002); M.D. (Mercer 2006) [2012]

WHITNEY L. BROWNING, Assistant Professor of Pediatrics B.S., M.D. (Kentucky, Lexington 2001, 2005) [2009]

STEPHEN P. BRUEHL, Professor of Anesthesiology B.S. (Belmont 1985); M.A., Ph.D. (Kentucky, Lexington 1991, 1994) [2000]

NATHAN E. BRUMMEL, Instructor in Medicine B.S., M.S. (Creighton 1999, 2001); M.D. (Missouri, Saint Louis 2005) [2013]

KAYLON L. BRUNER-TRAN, Associate Professor of Obstetrics and Gynecology B.S. (Delta State 1985); Ph.D. (Vanderbilt 1995) [1999]

ALEXANDER JEFFREY BRUNNER, Associate Clinical Professor of Pediatrics B.A. (Dartmouth 1996); M.D. (Case Western Reserve 2001) [2005]

G. LEE BRYANT, Clinical Instructor in Otolaryngology B.S., B.S. (Baylor 1987, 1987); M.D. (Vanderbilt 1992) [2012]

SUZANNE N. BRYCE, Instructor in Emergency Medicine B.S., M.D. (Vanderbilt 2007, 2011) [2014]

JEREMY BRYWCZYNSKI, Assistant Professor of Emergency Medicine; Medical Director, Vanderbilt LifeFlight; Assistant Medical Director, Nashville Fire Department B.S. (Dayton 2000); M.D. (Wright State 2004) [2007]

RICHARD D. BUCHANAN, Associate Clinical Professor of Pathology, Microbiology, and Immunology B.A., M.D. (Vanderbilt 1957, 1961) [1966]

CARI L. BUCKINGHAM, Assistant Professor of Radiology and Radiological Sciences B.S. (Auburn 1999); M.D. (South Alabama 2002) [2008]

REUBEN A. BUENO, JR., Assistant Professor of Plastic Surgery B.A. (Yale 1990); M.D. (Vanderbilt 1997) [2014]

PETER I. BUERHAUS, Valere Potter Professor of Nursing; Professor of Health Policy; Director, Center for Interdisciplinary Health Workforce Studies of the Institute of Medicine and Public Health, VUMC B.S.N. (Mankato State 1976); M.P.P. (Michigan 1981); Ph.D. (Wayne State 1990); Hon. Doctor (hon., Loyola 2012); Hon. Doctor (hon., Maryland, Baltimore 2012) [2000]

KIMBERLY ANN BUIE, Assistant Clinical Professor of Pediatrics B.S. (Tennessee, Martin 2000); M.S. (Emory 2003); M.D. (Tennessee, Memphis 2007) [2010]

BRADLEY N. BULLOCK, Associate Clinical Professor of Pediatrics B.S., M.D. (Florida 1989, 1993) [1997]

NADA M. BULUS, Research Assistant Professor of Medicine M.D. (American University of Beirut [Lebanon] 1986) [1992]

MELINDA JEAN BUNTIN, Chair of the Department of Health Policy; Research Professor of Health Policy A.B. (Princeton 1993); Ph.D. (Harvard 2000) [2013]

ROY P. BURCH, JR., Clinical Instructor in Obstetrics and Gynecology B.S. (Lipscomb 1983); M.D. (Tennessee, Memphis 1987) [1991]

CATHERINE E. BURGER, Assistant Professor of Emergency Medicine B.S. (Michigan 2006); M.D. (Michigan State 2010) [2013]

ANNA M. BURGNER, Instructor in Clinical Medicine B.S. (Rose-Hulman Institute of Technology 2003); M.D. (Indiana, Indianapolis 2007) [2013]

ELIZABETH B. BURGOS, Instructor in Clinical Medicine; Instructor in Clinical Pediatrics B.S., M.D. (South Alabama 1986, 1990) [1998]

RAYMOND F. BURK, Professor of Medicine; Professor of Pathology, Microbiology, and Immunology B.A. (Mississippi 1963); M.D. (Vanderbilt 1968) [1987]

DYLAN T. BURNETTE, Assistant Professor of Cell and Developmental Biology B.S. (Georgia 2000); Ph.D. (Yale 2007) [2014]

W. BRYAN BURNETTE, Assistant Professor of Clinical Pediatrics B.S., M.S. (Emory 1992, 1995); M.D. (Vanderbilt 2001) [2007]

IAN M. BURR, Professor of Pediatrics, Emeritus M.B.B.S. (Melbourne [Australia] 1959); M.D. (Monash [Australia] 1969) [1971]

ERIN L. HEPPER BURRELL, Assistant in Surgery; Adjunct Instructor in Nursing B.S., M.S.N. (Vanderbilt 2006, 2007) [2010]

ALVIN M. BURT III, Professor of Cell and Developmental Biology, Emeritus B.A. (Amherst 1957); Ph.D. (Kansas 1962) [1966]

BRENDA J. BUTKA, Associate Professor of Clinical Medicine B.A. (Andrews 1970); A.M. (Michigan 1972); M.D. (Emory 1979) [1984]


HUNTER BUTLER, Clinical Instructor in Pediatrics B.S. (Mississippi State 2003); M.D. (Emory 2008) [2011]

MIRANDA R. BUTLER, Clinical Instructor in Pediatrics B.S. (Lee 2006); M.D. (Vanderbilt 2010) [2013]

MOLLY E. BUTLER, Assistant in Psychiatry B.S., M.S. (Vanderbilt 2005, 2006) [2009]

JEFFREY DAVID BYERS, Assistant Professor of Clinical Medicine B.A. (Rice 1988); M.D. (Duke 1992) [2004]

BEVERLY R. BYRAM, Assistant in Medicine; Instructor in Clinical Nursing A.D.N. (Tennessee 1975); M.S.N. (Vanderbilt 1992) [1993]

IAN R. BYRAM, Assistant Professor of Clinical Orthopaedic Surgery and Rehabilitation B.A., M.D. (North Carolina 2002, 2006) [2012]

BENJAMIN F. BYRD III, Professor of Medicine A.B. (Princeton 1973); M.D. (Vanderbilt 1977) [1984]

J. THOMAS W. BYRD, Clinical Professor of Orthopaedic Surgery and Rehabilitation B.S. (Miami 1978); M.D. (Vanderbilt 1982) [2014]

DANIEL W. BYRNE, Senior Associate in Biostatistics; Senior Associate in Medicine B.A. (SUNY, Albany 1983); M.S. (New York Medical 1991) [1999]

BRYAN BYRNSIDE, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.A. (Emory 1998); D.M.D. (Medical University of South Carolina 2003) [2007]

ERICA P. BYRUM, Assistant in Medicine B.S.N. (Austin Peay State 2005); M.S.N. (Vanderbilt 2012) [2013]

NELLIE E. BYUN, Research Instructor in Pharmacology B.A. (California, Berkeley 1997); Ph.D. (Vanderbilt 2007) [2010]

WANDA B. CADE, Associate Clinical Professor of Pediatrics B.S. (Mississippi State 1989); M.D. (Mississippi, Jackson 1993) [2007]

HUI CAI, Research Assistant Professor of Medicine M.D. (Nantong Medical [China] 1982); M.S. (China Medical 1987); Ph.D. (West China University of Medical Sciences 1995) [2005]

QIUYIN CAI, Associate Professor of Medicine M.D. (Shanghai Medical [China] 1984); M.S. (Chinese Academy of Preventive Medicine 1990); Ph.D. (Alabama, Birmingham 2000) [2000]

YING CAI, Research Instructor in Medicine M.S. (Liaoning [China] 2000); Ph.D. (Chinese Academy of Medical Sciences 2002) [2009]

CHRISTINA CAIN-SWOPE, Assistant Professor of Clinical Obstetrics and Gynecology B.A. (Vanderbilt 1990); M.D. (Georgetown 1995) [2007]

M. WADE CALCUTT, Research Assistant Professor of Biochemistry B.S. (Francis Marion 1996); Ph.D. (Wake Forest 2001) [2005]

SUSAN A. CALDERWOOD, Associate Professor of Clinical Anesthesiology B.A. (Winthrop 1972); M.D. (Duke 1976) [1999]

BELINDA CALDWELL, Instructor in Clinical Obstetrics and Gynecology B.S., M.S. (Colorado, Denver 2008, 2011) [2014]

MIRNA A. CALDWELL, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S., D.M.D. (Tufts 1997, 2001) [2006]

ROBERT CALDWELL, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Tennessee, Martin 1994); D.M.D. (Tufts 2003) [2006]

CORY L. CALENDINE, Assistant Professor of Clinical Orthopaedic Surgery and Rehabilitation B.S. (Freed-Hardeman 1996); M.D. (Tennessee, Memphis 2001) [2009]

CYNTHIA R. CALISI, Assistant Clinical Professor of Pediatrics B.S. (Western Kentucky 1995); M.D. (Louisville 1999) [2003]

DAVID J. CALKINS, Denis M. O'Day, M.B.B.S., Chair in Ophthalmology and Visual Sciences; Professor of Ophthalmology and Visual Sciences B.S. (Michigan 1989); Ph.D. (Pennsylvania 1995) [2004]

TAMARA L. CALLAHAN, Assistant Professor of Clinical Obstetrics and Gynecology B.S. (Massachusetts 1989); M.P.P., M.D. (Harvard 1995, 1995) [2006]

STEPHEN TODD CALLAHAN, Associate Professor of Pediatrics B.S. (Arkansas Tech 1990); M.D. (Arkansas 1994); M.P.H. (Harvard 2002) [2002]

STEPHEN M. CAMARATA, Professor of Hearing and Speech Sciences; Professor of Psychiatry B.A., M.A. (San Diego State 1979, 1981); Ph.D. (Purdue 1984) [1990]

WILLIAM R. CAMERON, JR., Assistant in Surgery; Adjunct Instructor in Nursing B.S.N. (Middle Tennessee State 2006) [2012]

REENA M. CAMOENS, Assistant Professor of Clinical Psychiatry B.S. (Fatima [India] 1972); M.D. (Meharry Medical 1993) [2004]

EVAN E. CAMPA, Assistant in Pediatrics; Assistant in Psychiatry B.S. (Illinois, Champaign 2003); M.Ed. (Vanderbilt 2008) [2011]

COREY D. CAMPBELL, Assistant Clinical Professor of Psychiatry B.S. (Ohio 2000); D.O. (Nova Southeastern 2004) [2009]

JOSHUA A. CAMPBELL, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Bethel University [Minnesota] 2004); D.D.S. (Iowa 2004) [2011]

SUSAN B. CAMPBELL, Associate Clinical Professor of Pediatrics B.A. (Delaware 1969); M.D. (Thomas Jefferson 1973) [1987]

THOMAS W. CAMPBELL, Assistant Clinical Professor of Psychiatry B.A., M.D. (Vanderbilt 1964, 1968) [1977]

W. BARTON CAMPBELL, Professor of Medicine B.A. (Carleton College 1959); M.D. (Rochester 1963) [1970]

NATALIE CAMPO, Assistant Clinical Professor of Psychiatry B.S. (Illinois, Champaign 2004); M.D. (Texas, Galveston 2005) [2013]

DANIEL D. CANALE, JR., Assistant Clinical Professor of Pathology, Microbiology, and Immunology A.B. (Notre Dame 1967); M.D. (Vanderbilt 1971) [1981]

CHRISTOPHER L. CANLAS, Assistant Professor of Clinical Anesthesiology B.S. (Duke 1996); M.A. (Portland 1998); M.D. (Louisiana State, New Orleans 2004) [2008]

JOHN ANTHONY CAPRA, Assistant Professor of Biomedical Informatics B.A. (Columbia 2004); M.A., Ph.D. (Princeton 2006, 2009) [2013]

RICHARD M. CAPRIOLI, Stanford Moore Chair in Biochemistry; Professor of Biochemistry; Professor of Medicine; Professor of Pharmacology; Director Mass Spectrometry Center B.S., Ph.D. (Columbia 1965, 1969) [1998]

DANA BACKLUND CARDIN, Assistant Professor of Medicine B.S., M.D. (North Carolina 1997, 2003) [2009]

LAURIE CARLISLE, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S.E. (Mississippi State 2005); D.M.D. (Louisville 2009) [2014]

KATHRYN L. CARLSON, Assistant Professor of Pediatrics B.S. (Cornell 1999); M.D. (Washington University 2004) [2009]

CRAIG R. CARMICHEL, Assistant Professor of Medical Education and Administration; Vice President, Director of Finance, Academic and Research Enterprise B.S. (West Virginia Wesleyan 1974); M.S. (State University of New York 1975) [1999]

ROBERT H. CARNAHAN, Assistant Professor of Cancer Biology B.S. (Indiana, Bloomington 1995); Ph.D. (Vanderbilt 2003) [2007]

ANA MARIN DIAS CARNEIRO, Assistant Professor of Pharmacology B.S., M.A., Ph.D. (Universidade Federal de Minas Gerais [Brazil] 1998, 2002, 2002) [2007]

MEGAN FRANCES CARNS, Assistant Professor of Clinical Pediatrics B.S. (John Carroll 2004); M.D. (Toledo 2008) [2014]

GRAHAM F. CARPENTER, Professor of Biochemistry, Emeritus B.S., M.S. (Rhode Island 1966, 1969); Ph.D. (Tennessee 1974) [1974]

LAVENIA B. CARPENTER, Associate Professor of Clinical Obstetrics and Gynecology B.S. (Vanderbilt 1988); M.D. (Tennessee, Memphis 1992) [2006]

J. JEFFREY CARR, Cornelius Vanderbilt Chair in Radiology and Radiological Sciences; Professor of Radiology and Radiological Sciences; Professor of Biomedical Informatics; Professor of Medicine B.A., M.D. (Vanderbilt 1985, 1989); M.S. (Wake Forest 1998) [2013]

THOMAS JOSEPH CARR, Associate Clinical Professor of Pediatrics B.A. (Notre Dame 1992); M.D. (Loyola 1996) [1999]

ERICA J. CARRIER, Research Instructor in Medicine B.S. (Guilford 1998); Ph.D. (Medical College of Wisconsin 2005) [2010]

YSELA M. CARRILLO, Assistant Professor of Surgery B.S., M.D. (New Mexico 1990, 1994) [2007]


FRANK E. CARROLL, JR., Professor Emeritus of Radiology and Radiological Sciences B.S. (Saint Joseph's [New York] 1963); M.D. (Hahnemann Medical 1967) [1999]

KATHERINE E. CARROLL, Assistant in Anesthesiology [2014] B.S.N. (Oklahoma Baptist 2004); M.S.N. (Vanderbilt 2013) [2014]

KECIA N. CARROLL, Assistant Professor of Pediatrics B.A. (Vassar 1991); M.D., M.P.H. (Vanderbilt 1996, 2004) [2003]

MARY ANNE CARROLL, Assistant Professor of Obstetrics and Gynecology B.S. (SUNY, Albany 1983); M.D. (SUNY, Downstate Medical Center 1996) [2009]

ROBERT P. CARSON, Assistant Professor of Pediatrics B.S. (South Dakota 1995); Ph.D., M.D. (Vanderbilt 2001, 2005) [2011]

BRUCE D. CARTER, Professor of Biochemistry B.S. (Alma 1986); Ph.D. (Michigan 1992) [1997]

JEFFREY B. CARTER, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Tufts 1972); D.M.D. (Connecticut, Stamford 1976); M.D. (Vanderbilt 1978) [1988]

VIVIEN A. CASAGRANDE, Professor of Cell and Developmental Biology; Professor of Ophthalmology and Visual Sciences; Professor of Psychology B.A. (Colorado, Denver 1964); Ph.D. (Duke 1973) [1975]

CARISSA J. CASCIO Assistant Professor of Psychiatry; Assistant Professor of Psychology B.S. (Baylor 1997); Ph.D. (Emory 2003) [2007]

CHARLES F. CASKEY, Assistant Professor of Radiology and Radiological Sciences; Assistant Professor of Biomedical Engineering B.S. (Texas 2004); Ph.D. (California, Davis 2008) [2013]

JAMES E. CASSAT, Assistant Professor of Pediatrics B.S., Ph.D., M.D. (Arkansas 2000, 2008, 2008) [2012]

MARCIE S. CASTLEBERRY, Associate Clinical Professor of Pediatrics B.S. (Abilene Christian 1987); M.D. (Louisiana State, Shreveport 1993) [2007]

JAMES R. CATO, Associate Clinical Professor of Medicine B.A., M.D. (Vanderbilt 1974, 1979) [1986]

ROSETTE J. CHAKKALAKAL, Assistant Professor of Medicine B.S. (Miami 2003); M.D. (Miami [Florida] 2006) [2012]

ANURADHA BAPSI CHAKRAVARTHY, Professor of Radiation Oncology B.S. (Johns Hopkins 1978); M.D. (George Washington 1983) [1998]

G. ROGER CHALKLEY, Senior Associate Dean for Biomedical Research, Education and Training; Professor of Molecular Physiology and Biophysics; Professor of Medical Education and Administration B.A., M.A., D.Phil. (Oxford [U.K.] 1961, 1962, 1964) [1986]

DAVID E. CHAMBERS, Assistant Clinical Professor of Medicine B.S. (Austin Peay State 1978); Ph.D., M.D. (South Alabama 1983, 1986) [2009]

EUGENE P. CHAMBERS, JR., Assistant Clinical Professor of Surgery B.S. (Millsaps 1983); M.D. (Mississippi, Jackson 1990) [2008]

JILL F. CHAMBERS, Associate Clinical Professor of Obstetrics and Gynecology B.S. (Vanderbilt 1971); M.D. (Alabama, Birmingham 1974) [1978]

MARK R. CHAMBERS, Instructor in Clinical Medicine B.S. (Miami [Ohio] 1988); M.D. (Ohio State 1993) [2010]

LOLA B. CHAMBLESS Assistant Professor of Neurological Surgery B.S. (Stanford 2005); M.D. (Vanderbilt 2005) [2012]

JOHN CHRISTOPHER CHAMPION, Instructor in Emergency Medicine B.S.E. (Duke 2006); M.B.A. (Rice 2011); M.D. (Baylor 2011) [2014]

EMILY CHAN, Assistant Professor of Medicine A.B. (Harvard 1989); Ph.D. (Rockefeller 1997); M.D. (Cornell 1998) [2005]

CHARLES G. CHANDLER, Associate Clinical Professor of Pediatrics B.A. (Tennessee 1976); M.D. (Tennessee, Memphis 1980) [2007]

RAKESH CHANDRA, Associate Professor of Otolaryngology B.S. (Virginia Polytechnic Institute 1993); M.D. (Maryland 1997) [2014]

DEEPA CHANDRASEKARAN, Instructor in Clinical Ophthalmology and Visual Sciences B.S. ( 1999); M.S., O.D. (Alabama, Birmingham 2002, 2004) [2014]

RAMEELA CHANDRASEKHAR, Assistant Professor of Biostatistics B.S. (Calicut, Thrissur [India] 2001); M.S. (Madurai Kamaraj [India] 2004); M.A. (SUNY, Brooklyn 2008); Ph.D. (SUNY, Buffalo 2011) [2011]

MEERA CHANDRASHEKAR, Assistant Professor of Clinical Anesthesiology M.B.B.S. (Bangalore [India] 1979) [1999]

JIAN CHANG, Visiting Instructor in Medicine M.D. (Huazhong University of Science and Technology [China] 2008) [2014]

SAM S. CHANG, Patricia and Rodes Hart Chair in Urologic Surgery B.S. (Princeton 1988); M.D. (Vanderbilt 1992) [2000]

NILUFER E. YALMAN CHANIN, Assistant Clinical Professor of Psychiatry B.Sc. (Sussex [U.K.] 1975); D.Phil. (London [U.K.] 1981); M.A. (Middle Tennessee State 1997); Ph.D. (Tennessee, Memphis 2004) [2008]

PHILIP CHANIN, Assistant Clinical Professor of Psychiatry B.A. (Amherst 1970); M.Ed., Ed.D. (Massachusetts, Boston 1972, 1975) [2005]

J. CALVIN CHANNELL, Clinical Instructor in Obstetrics and Gynecology B.S. (Lipscomb 1984); M.D. (Vanderbilt 1989) [1997]

JUDY JEAN CHAPMAN, Professor of Nursing, Emerita; Clinical Instructor in Emergency Medicine B.S.N. (Vanderbilt 1963); M.N. (Florida 1966) [2005]

JAMES DAVID CHAPPELL, Associate Professor of Pathology, Microbiology, and Immunology B.S., M.S. (Murray State 1988, 1991); Ph.D., M.D. (Vanderbilt 1997, 2001) [2005]

RAVI S. CHARI, Clinical Professor of Surgery M.D. (Saskatchewan [Canada] 1989) [2008]

PHILIP DAVID CHARLES, Assistant Dean for Medical School Admissions; Professor of Neurology B.S., M.D. (Vanderbilt 1986, 1990) [1994]

CODY CHASTAIN, Assistant Professor of Medicine B.Sc. (Southern Adventist 2004); M.D. (Loma Linda 2008) [2014]

RUPESH CHATURVEDI, Assistant Professor of Medicine M.Sc. (Jamia Millia [India] 1995); Ph.D. (King George Medical [India] 2004) [2005]

ERIC MARTIN CHAZEN, Clinical Professor of Pediatrics B.A. (Vanderbilt 1952); M.D. (Tennessee, Memphis 1955) [1961]

WALTER J. CHAZIN, Chancellor's Chair in Medicine; Professor of Biochemistry B.S. (McGill [Canada] 1975); Ph.D. (Concordia, Montreal [Canada] 1983) [2000]

GEORGE N. CHEIJ, Clinical Instructor in Ophthalmology and Visual Sciences B.S. (Rice 1984); M.D. (East Tennessee State 1988) [1996]

EDUARD Y. CHEKMENEV, Assistant Professor of Radiology and Radiological Sciences; Assistant Professor of Biomedical Engineering B.S. (Perm State [Russia] 1998); Ph.D. (Louisville 2003) [2009]

JAMES G. CHELNIS, Instructor in Ophthalmology and Visual Sciences B.A. (Pennsylvania 2005); M.D. (SUNY, Buffalo 2010) [2014]

QINGXIA CHEN, Associate Professor of Biostatistics; Associate Professor of Biomedical Informatics B.S. (University of Science and Technology of China, Hefei 1999); M.S. (Pittsburgh 2001); Ph.D. (North Carolina 2005) [2005]

GANG CHEN, Adjunct Instructor in Radiology and Radiological Sciences B.A. (Nanjing [China] 1998); M.S., Ph.D. (Chinese Academy of Sciences, Beijing 1999, 2005) [2005]

CHIU-LAN CHEN, Research Assistant Professor of Biostatistics B.S., M.S. (National Taiwan 1982, 1984); Ph.D. (North Carolina State 1995) [2004]

JIAN-CHUN CHEN, Research Assistant Professor of Medicine M.D., M.S. (Kunming Medical [China] 1998, 2003) [2007]

JIN CHEN, Professor of Medicine; Professor of Cancer Biology; Professor of Cell and Developmental Biology M.D. (Shanghai Medical [China] 1984); Ph.D. (Harvard 1991) [1997]

KONG Y. CHEN, Adjunct Assistant Professor of Medicine B.S. (Tennessee Technological 1993); Ph.D., M.S.C.I. (Vanderbilt 1997, 2002) [1997]


LI MIN CHEN, Assistant Professor of Radiology and Radiological Sciences; Assistant Professor of Psychology M.D., M.S., Ph.D. (Fourth Military Medical [China] 1989, 1992, 1997) [2003]

PATTY H. CHEN, Assistant Professor of Pathology, Microbiology, and Immunology B.B.Sc. (Simon Fraser [Canada] 1989); D.V.M. (Atlantic Veterinary Medicine [Canada] 1999) [2010]

XI CHEN, Assistant Professor of Biostatistics B.S. (Lanzhou [China] 1999); M.S., Ph.D. (North Carolina State 2002, 2006) [2009]

WEI CHEN, Research Assistant Professor of Medicine M.D., Master, Ph.D. (Harbin Medical [China] 1989, 1998, 2001) [2011]

WENBIAO CHEN, Associate Professor of Molecular Physiology and Biophysics B.S. (Hunan Normal [China] 1985); M.S. (Washington State 1993); Ph.D. (Oregon Health and Science 1997) [2008]

XIWU CHEN, Research Assistant Professor of Medicine M.D. (Anhui [China] 1989); Ph.D. (Shanghai Medical [China] 1997) [2005]

HUIFANG CHENG, Research Associate Professor of Medicine M.D. (Peking Union Medical [China] 1968); M.S. (Beijing Medical [China] 1981) [1995]

LEO K. CHENG, Adjunct Assistant Professor of Surgery Ph.D. (Auckland [New Zealand] 2002) [2012]

EDWARD F. CHERNEY, Associate Professor of Clinical Ophthalmology and Visual Sciences A.B. (California, Davis 1969); M.D. (California, Los Angeles 1973) [2002]

ALAN D. CHERRINGTON, Jacquelyn A. Turner and Dr. Dorothy J. Turner Chair in Diabetes Research; Professor of Molecular Physiology and Biophysics; Professor of Medicine B.Sc. (New Brunswick [Canada] 1967); M.Sc., Ph.D. (Toronto [Canada] 1969, 1973) [1975]

CAROLINE H. CHESTER, Assistant Clinical Professor of Plastic Surgery B.S. (Vanderbilt 1975); M.D. (Tennessee, Memphis 1983) [2002]

DAVID H. CHESTNUT, Professor of Anesthesiology B.A. (Samford 1974); M.D. (Alabama, Birmingham 1978) [2014]

SERGEI CHETYRKIN, Research Assistant Professor of Medicine M.S. (Kiev State [Ukraine] 1991); Ph.D. (National Academy of Sciences, Kiev [Ukraine] 1999) [2007]

ANDREW C. CHEUNG, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.A. (Rice 1997); D.D.S. (Michigan 2001) [2011]

JOYCE CHEUNG-FLYNN, Research Associate Professor of Surgery B.S., M.S. (Northern Arizona 1992, 1995); Ph.D. (Arizona State 1999) [2008]

BENJAMIN CHI, Adjunct Associate Professor of Obstetrics and Gynecology B.S. (Duke 1995); M.D. (Tulane 1999); M.Sc. (London [U.K.] 2007) [2011]

CHIN CHIANG, Professor of Cell and Developmental Biology B.S. (SUNY, Buffalo 1984); M.D., Ph.D. (Washington State 1986, 1990) [1997]

GEOFFREY CHIDSEY, Assistant Professor of Medicine B.S. (Purdue 1990); M.D. (Indiana, Indianapolis 1994) [2006]

PETER ANTHONY CHIN, Assistant Professor of Clinical Anesthesiology M.B.B.S. (West Indies [Jamaica] 1991) [2010]

KELSEY ANNE CHINNADURAI, Assistant in Anesthesiology B.S.N. (Carroll College 2006); M.S.N. (Vanderbilt 2013) [2014]

SIVAKUMAR CHINNADURAI, Assistant Professor of Otolaryngology B.A., M.D. (Missouri, Kansas City 2005, 2006) [2012]

SALLAYA CHINRATANALAB, Assistant Professor of Medicine M.D. (Mahidol [Thailand] 1991) [2001]

WICHAI CHINRATANALAB, Assistant Professor of Medicine M.D. (Mahidol [Thailand] 1990) [2002]

SOOJA CHO, Assistant Professor of Physical Medicine and Rehabilitation B.S. (Northwestern 1967); M.D. (Tufts 2001) [2012]

SUNG HOON CHO, Research Instructor in Pathology, Microbiology, and Immunology B.S. (Kongju National University 1997); Ph.D. (Gwangju Institute of Science and Technology [Korea] 2004) [2011]

JEONG-YUN CHOI, Visiting Associate Professor of Biochemistry M.D., M.S., Ph.D. (Seoul National [Korea] 1994, 1996, 1999) [2009]

LEENA CHOI, Associate Professor of Biostatistics B.S., M.S. (Seoul National [Korea] 1988, 1995); Ph.D. (Johns Hopkins 2005) [2005]

NEESHA NAIK CHOMA, Assistant Professor of Medicine B.S. (Rensselaer Polytechnic Institute 2000); M.D. (Albany Medical 2002) [2006]

AMY S. CHOMSKY, Associate Professor of Ophthalmology and Visual Sciences B.A. (Gettysburg 1986); M.D. (Pennsylvania 1990) [1994]

SHAHANA A. CHOUDHURY, Associate Professor of Pediatrics at Meharry Medical College; Associate Clinical Professor of Pediatrics at Vanderbilt M.D. (Dhaka [Bangladesh] 1982) [2000]

JASON CHRISTENSEN, Assistant Professor of Pediatrics B.A. (Northwestern College [Iowa] 2002); M.D. (Nebraska, Omaha 2007) [2014]

KARLA G. CHRISTIAN, Associate Professor of Cardiac Surgery B.S., M.D. (University of Washington 1981, 1985) [1994]

MICHAEL J. CHRISTIE, Associate Clinical Professor of Orthopaedic Surgery and Rehabilitation B.A. (DePauw 1974); M.P.H. (Johns Hopkins 1975); M.D. (Loyola 1978) [1984]

BRIAN W. CHRISTMAN, Professor of Medicine B.S. (Tulane 1977); M.D. (Oklahoma 1981) [1987]

JOHN W. CHRISTMAN, Adjunct Professor of Medicine M.D. (Indiana, Indianapolis 1978) [2004]

MARK R. CHRISTOFERSEN, Assistant Clinical Professor of Orthopaedic Surgery and Rehabilitation B.A. (Chicago 1974); M.D. (Southern Illinois, Springfield 1978) [2002]

CECILIA P. CHUNG, Assistant Professor of Medicine M.D. (National University of San Marcos 1999); M.P.H. (Vanderbilt 2005) [2012]

CHAN CHUNG, Assistant Professor of Medicine B.A., M.D. (Temple 1998, 2003) [2010]

CHANG YONG CHUNG, Associate Professor of Biological Sciences; Associate Professor of Pharmacology B.S., M.S. (Seoul National [Korea] 1986, 1988); Ph.D. (Duke 1995) [2001]

DAI H. CHUNG, Janie Robinson and John Moore Lee Chair in Pediatrics; Professor of Pediatric Surgery; Professor of Pediatrics; Professor of Cancer Biology; Chair of the Department of Pediatric Surgery B.A. (Texas 1984); M.D. (Texas, Galveston 1988) [2009]

HELEN CHUNG-HUSSAIN, Instructor in Clinical Medicine B.S. (Cornell 2003); D.O. ( 2008) [2014]

LARRY R. CHURCHILL, Ann Geddes Stahlman Chair in Medical Ethics; Professor of Medicine B.A. (Rhodes College 1967); M.Div., Ph.D. (Duke 1970, 1973) [2002]

ANDRÉ L. CHURCHWELL, Senior Associate Dean for Diversity Affairs; Professor of Medicine; Professor of Radiology and Radiological Sciences; Professor of Biomedical Engineering B.S. (Vanderbilt 1975); M.D. (Harvard 1979) [1991]

KEITH B. CHURCHWELL, Associate Professor of Medicine; Associate Professor of Radiology and Radiological Sciences; Executive Director and Chief Medial Officer A.B. (Harvard 1983); M.D. (Washington University 1987) [2006]

DEBRA KAY CIRONE, Assistant in Anesthesiology B.S.N. (South Alabama 1996); M.S.N. (Alabama, Huntsville 2011) [2012]

DANIEL O. CLAASSEN, Assistant Professor of Neurology B.M., M.S. (Georgia 1999, 2001); M.D. (Medical College of Georgia 2005) [2011]

WALTER K. CLAIR, Associate Professor of Medicine A.B. (Harvard 1977); M.D. (Harvard Medical 1981); M.P.H. (Harvard 1985) [2006]

JEFFREY A. CLANTON, Associate in Radiology and Radiological Sciences B.S. (Samford 1976); M.S. (Southern California 1977) [1978]

BERTHA SMITH CLARK, Adjunct Assistant Professor of Hearing and Speech Sciences B.S. (Tennessee State 1964); M.A. (Peabody 1965); Ph.D. (Vanderbilt 1982) [1986]


H. DANIEL CLARK, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S., D.D.S. (California, San Francisco 1997, 1997); M.D. (Harvard 2000) [2010]

JAMEEL CLARK, Clinical Instructor in Pediatrics B.A. (University of the South 2003); M.D. (Wake Forest 2008) [2011]

NATHANIEL KIM CLARK, Associate Professor of Clinical Psychiatry B.A. (Yale 1994); M.D. (Boston University 2001) [2007]

PETER E. CLARK, Associate Professor of Urologic Surgery B.A. (Cornell 1989); M.D. (Harvard Medical 1994) [2006]

CHARLES D. CLARKE, Assistant Professor of Clinical Neurology B.S. (West Virginia 2004); M.D. (Ohio State 2008) [2013]

KIMBERLI TAYLOR CLARKE, Assistant Professor of Medicine B.A. (Spelman 1998); M.D. (Meharry Medical 2005) [2013]

MATTHEW CLAVENNA, Instructor in Otolaryngology B.S. (Trinity [Texas] 2003); M.D. (Louisiana State, New Orleans 2009) [2014]

DEREK P. CLAXTON, Research Instructor in Molecular Physiology and Biophysics B.S. (Alabama, Huntsville 2004); Ph.D. (Vanderbilt 2010) [2014]

MARK A. CLAY, Assistant Professor of Pediatrics B.S. (Xavier [Louisiana] 1998); M.D. (Emory 2002) [2013]

ANNA S. CLAYTON, Assistant Professor of Medicine B.S. (Maryland 1985); M.D. (Uniformed Services 1990) [2007]

ELLEN WRIGHT CLAYTON, Craig-Weaver Chair in Pediatrics; Professor of Pediatrics; Professor of Law B.S. (Duke 1974); M.S. (Stanford 1976); J.D. (Yale 1979); M.D. (Harvard 1985) [1988]

GEORGE H. CLAYTON, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.A. (Wake Forest 1983); D.D.S. (North Carolina, Charlotte 1987) [2004]

JOHN H. CLEATOR, Assistant Professor of Medicine; Assistant Professor of Pharmacology B.S. (The Citadel 1991); Ph.D., M.D. (Medical University of South Carolina 1999, 1999) [2007]

JOHN B. CLEEK, Assistant Professor of Medicine A.B. (Duke 1981); M.D. (Medical College of Georgia 1985) [2012]

RONALD H. CLEMENTS, Professor of Surgery M.D. (Alabama, Birmingham 1992) [2010]

CHRISTINA MARIE CLEVELAND, Assistant in Medicine; Adjunct Instructor in Nursing B.S., M.S.N. (Vanderbilt 2007, 2010) [2010]

DAVID E. CLIFFEL, Professor of Chemistry; Associate Professor of Pediatrics B.E.E., B.S. (Dayton 1988, 1988); Ph.D. (Texas 1998) [2000]

RUFUS CLIFFORD, Clinical Professor of Pediatrics B.S. (Lipscomb 1954); M.D. (Tennessee, Memphis 1959) [2006]

MARY ELLEN CLINTON, Assistant Clinical Professor of Neurology B.S. (Loyola Marymount 1972); M.D. (Southern California 1976) [1982]

KATE CLOUSE, Research Assistant Professor of Medicine B.S. (North Carolina 1998); M.P.H. (California, Berkeley 2005); Ph.D. (North Carolina 2012) [2014]

ANTHONY J. CMELAK, Professor of Radiation Oncology; Medical Director Vanderbilt-Ingram Cancer Center at Franklin B.S. (California, Berkeley 1987); M.D. (Northwestern 1992) [1996]

CHERYL M. COBB, Assistant Professor of Clinical Psychiatry B.S., M.D. (Vanderbilt 2001, 2005) [2010]

MARK A. COBB, Assistant Professor of Neurological Surgery B.A. (Lipscomb 1978); M.S., M.D. (Vanderbilt 1980, 1990) [2012]

LORI A. COBURN, Assistant Professor of Medicine B.S. (Lyon College 2000); M.D. (Harvard 2004) [2008]

LAYLA M. COCHRAN, Assistant in Medicine B.S. (Tennessee Technological 2002); M.S.N. (Vanderbilt 2007) [2008]

MICHELLE MACHT COCHRAN, Assistant Clinical Professor of Psychiatry B.S. (Centre 1988); M.D. (Louisville 1992) [1996]

SIMONA G. CODREANU, Research Instructor in Biochemistry B.S. (Universitatea Politehnica din Bucuresti [Romania] 1989); M.S., Ph.D. (Vanderbilt 2000, 2003) [2005]

CHARLES W. COFFEY II, Professor of Radiation Oncology B.S., M.S. (Kentucky, Lexington 1971, 1972); Ph.D. (Purdue 1975) [1993]

ROBERT J. COFFEY, JR., Professor of Medicine; Professor of Cell and Developmental Biology A.B. (Princeton 1970); M.D. (Georgetown 1976) [1986]

JOY DARLENE COGAN, Research Associate Professor of Pediatrics A.B. (Transylvania 1983); Ph.D. (Vanderbilt 1991) [2003]

JONATHAN A. COHEN, Assistant Clinical Professor of Surgery at St. Thomas Medical Center B.S. (California, Los Angeles 1990); M.D. (New York 1994) [2003]

MELINDA P. COHEN, Associate in Pediatrics B.S. (Douglass [Canada] 1973); M.S. (Georgetown 1976) [1985]

SARAH SCHWEITZER COHEN, Adjunct Assistant Professor of Medicine B.S. (North Carolina 2000); M.S. (Michigan 2002); Ph.D. (North Carolina 2010) [2012]

STANLEY COHEN, Distinguished Professor of Biochemistry, Emeritus B.A. (CUNY, Brooklyn College 1943); M.A. (Oberlin 1945); Ph.D. (Michigan 1948) [1959]

ROGER J. COLBRAN, Professor of Molecular Physiology and Biophysics B.Sc. (Bristol [U.K.] 1982); Ph.D. (Newcastle [Australia] 1985) [1986]

KATIE ANN COLE, Assistant In Surgery; Adjunct Instructor in Nursing B.S. (Middle Tennessee State 2005); B.S.N. (Johns Hopkins 2006); M.S.N. (Vanderbilt 2010) [2011]

MICHAEL E. COLE, Assistant Clinical Professor of Obstetrics and Gynecology B.S. (Christian Brothers 1998); M.D. (Tennessee, Memphis 2004) [2010]

ROSANNE COLEMAN, Assistant Clinical Professor of Pediatrics B.S. (Christian Brothers 1985); M.D. (Tennessee, Memphis 1994) [2009]

DAVID R. COLLINS, Assistant Clinical Professor of Medicine B.E. (Vanderbilt 1993); M.D. (Tennessee, Memphis 1997) [2000]

DOUGLAS J. COLLINS, Assistant Clinical Professor of Pediatrics B.S. (Memphis State 1987); M.D. (Arkansas, Little Rock 1991) [2006]

HAROLD B. COLLINS II, Associate Clinical Professor of Obstetrics and Gynecology B.A. (Vanderbilt 1985); M.D. (Tennessee, Memphis 1989) [2008]

JO ANN COOK COLLINS, Assistant Clinical Professor of Pediatrics B.S. (Birmingham-Southern 1993); M.D. (Vanderbilt 1997) [2000]

NINA S. COLLINS, Assistant in Surgery B.S. (Vanderbilt 1999); B.S.N. (Tennessee Wesleyan 2003); M.S.N. (Vanderbilt 2005) [2011]

SEAN P. COLLINS, Associate Professor of Emergency Medicine B.S. (Boston University 1993); M.D. (Wisconsin 1997); M.S. (Harvard 2005) [2011]

LINDSEY K. COLMAN, Assistant Professor of Clinical Psychiatry B.A., M.A., Ph.D. (Tennessee 2006, 2010, 2012) [2014]

KATHERINE W. COLVIN, Assistant in Medicine B.S. (Middle Tennessee State 1994); M.S.N. (Vanderbilt 1997) [2009]

BRUCE E. COMPAS, Patricia and Rodes Hart Chair; Professor of Psychology and Human Development; Professor of Psychology; Professor of Pediatrics B.A., M.A., Ph.D. (California, Los Angeles 1973, 1975, 1980) [2002]

BEATRICE P. CONCEPCION, Assistant Professor of Medicine M.D. (Philippines 2004) [2013]

RAOUL S. CONCEPCION, Assistant Clinical Professor of Urologic Surgery B.S. (Toledo 1979); M.D. (Ohio State 1984) [1990]

MOLLY M. CONE, Assistant Professor of Surgery B.S. (Wyoming 2002); M.D. (Oregon Health and Science 2006) [2013]

ROGER D. CONE, Joe C. Davis Chair in Biomedical Science; Professor of Molecular Physiology and Biophysics; Chair of the Department of Molecular Physiology and Biophysics B.A. (Princeton 1980); Ph.D. (Massachusetts Institute of Technology 1985) [2008]

PETER JEFFREY CONN, Lee E. Limbird Chair in Pharmacology; Professor of Pharmacology B.S. (Lee 1981); Ph.D. (Vanderbilt 1986) [2003]

JOHN J. CONNORS III, Professor of Radiology and Radiological Sciences; Professor of Neurology; Professor of Neurological Surgery B.E. (Vanderbilt 1971); M.D. (Mississippi, Jackson 1975) [2009]

EDWARD G. CONTURE, Professor of Hearing and Speech Sciences, Emeritus B.S. (Emerson 1967); M.S. (Northwestern 1968); Ph.D. (Iowa 1972) [1997]


PHILIP GERLACH COOGAN, Assistant Clinical Professor of Orthopaedic Surgery and Rehabilitation A.B. (Harvard 1984); M.D. (Vanderbilt 1988) [2000]

REBECCA S. MURAOKA COOK, Assistant Professor of Cancer Biology B.S. (Vanderbilt 1993); Ph.D. (Cincinnati 1998) [2008]

LINDSEY W. COOPER, SR., Assistant Clinical Professor of Oral and Maxillofacial Surgery D.M.D. (Kentucky, Lexington 1975) [2003]

MICHAEL K. COOPER, Associate Professor of Neurology B.S. (Rhodes College 1987); M.D. (Alabama, Birmingham 1992) [2002]

ROBERT SETH COOPER, Clinical Professor of Medicine B.S., M.D. (Louisiana State 1967, 1971) [1976]

TIMOTHY J. COOPER, Assistant Professor of Pediatrics; Assistant Professor of Psychiatry B.A. (Christian Brothers 1986); M.A. (Middle Tennessee State 1992); Psy.D. (Spalding 1999) [2006]

TRISHA L. COOPER, Assistant in Neurological Surgery B.S. (Tennessee 2005); M.S. (Trevecca Nazarene 2007) [2012]

WILLIAM O. COOPER, Cornelius Vanderbilt Chair; Professor of Pediatrics; Professor of Health Policy B.A. (Transylvania 1987); M.D., M.P.H. (Vanderbilt 1991, 1997) [1996]

BILLY H. COPELAND II, Instructor in Clinical Medicine B.S. (Tennessee 1997); M.D. (East Tennessee State 2003) [2010]

BLYTHE ANNE CORBETT, Associate Professor of Psychiatry; Associate Professor of Psychology M.A., Ph.D. (California School of Professional Psychology 1996, 1999) [2010]

JACKIE D. CORBIN, Professor of Molecular Physiology and Biophysics, Emeritus B.S. (Tennessee 1963); Ph.D. (Vanderbilt 1968) [1971]

JOHN M. COREY, Assistant Professor of Clinical Anesthesiology B.S. (Missouri State 1996); M.D. (Missouri 2001) [2011]

JUDY J. CORFMAN, Assistant in Neurology B.S. (Spalding 1972); M.S.N. (Clemson 1988) [2004]

KYLIE M. CORMIER, Associate Clinical Professor of Pediatrics B.S. (Louisiana, Monroe 1997); M.D. (Louisiana State 2003) [2007]

ROBERT FRANK CORNELL, Assistant Professor of Medicine B.S. (Saint Louis 2000); M.D. (Trinity, Dublin [Ireland] 2007) [2013]

CARLTON W. CORNETT, Assistant Clinical Professor of Psychiatry B.A. (Huntingdon 1982); M.S.W. (Georgia 1984) [2007]

DALE SHANNON CORNETT, Adjunct Assistant Professor of Biochemistry B.S. (Eastern Kentucky 1988); Ph.D. (Georgia 1993) [2002]

OMAR FRANCO CORONEL, Research Assistant Professor of Urologic Surgery M.D. (Universidad Nacional de Asunci n [Paraguay] 1992); Ph.D. (Mie [Japan] 2003) [2013]

PELAYO CORREA, Anne Potter Wilson Chair in Medicine; Professor of Pathology, Microbiology, and Immunology; Professor of Medicine M.D. (Universidad de Antioquia [Colombia] 1949) [2005]

DAVID CORTEZ, Professor of Biochemistry; Professor of Cancer Biology B.S. (Illinois, Champaign 1993); Ph.D. (Duke 1997) [2002]

WILLIAM TIMOTHY COSTELLO, Assistant Professor of Clinical Anesthesiology B.A. (Lipscomb 2002); M.D. (Tennessee, Memphis 2006) [2011]

EMILY COTE, Assistant in Medicine B.S. (Louisiana State 2008); M.S.N. (Vanderbilt 2012) [2012]

JACKSON D. COTHREN, Clinical Instructor in Obstetrics and Gynecology M.D. (Tennessee, Memphis 1968) [1978]

ROBERT B. COTTON, Professor of Pediatrics B.A., M.D. (Virginia 1961, 1965) [1975]

R. STEVEN COUCH, Associate Professor of Clinical Pediatrics B.A. (Austin College 1978); M.D. (Baylor 1982) [1993]

LAURA B. COULAM, Instructor in Clinical Neurology B.A. (Williams 1995); M.A., Ph.D. (Washington University 1995, 2003) [2013]

THOMAS L. COURTNEY, Assistant Clinical Professor of Pediatrics B.S. (Pennsylvania 1987); M.S., M.D. (Virginia 1989, 1993) [2008]

TIMOTHY L. COVER, Professor of Medicine; Professor of Pathology, Microbiology, and Immunology B.S. (Muhlenberg 1980); M.D. (Duke 1984) [1990]

RONALD L. COWAN, Associate Professor of Psychiatry; Associate Professor of Radiology and Radiological Sciences; Associate Professor of Psychology B.S. (Christian Brothers 1984); Ph.D. (Tennessee, Memphis 1990); M.D. (Cornell 1994) [2002]

JENNIFER E. COX, Assistant Professor of Clinical Pediatrics B.S. (Vanderbilt 2000); M.D. (Tennessee, Memphis 2004) [2013]

JOY D. COX, Clinical Instructor in Obstetrics and Gynecology B.A., M.D. (Vanderbilt 1998, 2002) [2007]

LAURA S. CRADDOCK, Assistant in Medicine B.S. (Auburn 1994); M.S.N. (Vanderbilt 2002) [2008]

ALLEN SCOTT CRAIG, Associate Clinical Professor of Health Policy B.A. (SUNY, Geneseo 1978); M.D. (Yeshiva 1982) [1998]

DEBRA M. CRAVEN, Assistant in Medicine B.S. (Tennessee 1999); M.S. (Vanderbilt 2010) [2011]

ERIKA L. CRAWFORD, Assistant Clinical Professor of Pediatrics B.S. (Hampton 2000); M.D. (Meharry Medical 2004) [2007]

JEFFREY L. CREASY, Professor of Radiology and Radiological Sciences B.S. (Michigan State 1976); M.D. (North Carolina 1980) [1988]

CLARENCE BUDDY CREECH, Associate Professor of Pediatrics B.S., M.D., M.P.H. (Vanderbilt 1995, 1999, 2006) [2006]

MARTA ANN CRISPENS, Associate Professor of Obstetrics and Gynecology B.S. (Emory 1987); M.D. (Alabama, Birmingham 1991) [2002]

JULIE A. CRITTENDON, Assistant Professor of Pediatrics; Assistant Professor of Psychiatry B.S. (Tennessee Technological 2001); M.A. (Tennessee 2004); Ph.D. (Mississippi 2009) [2010]

GENEA S. CROCKETT, Assistant in Molecular Physiology and Biophysics B.A., M.S. (Auburn 1986, 1988) [2001]

LESLIE J. CROFFORD, Professor of Medicine B.A. (Vanderbilt 1980); M.D. (Tennessee, Memphis 1984) [2013]

OSCAR B. CROFFORD, Professor of Medicine, Emeritus B.A., M.D. (Vanderbilt 1952, 1955) [1959]

ANGUS M. CROOK, Associate Clinical Professor of Obstetrics and Gynecology B.A. (University of the South 1949); M.D. (Virginia 1953) [1968]

TRAVIS CROOK, Clinical Instructor in Pediatrics B.S. (Clemson 2005); M.D. (Baylor 2009) [2012]

CHRISTOPHER L. CROPSEY, Assistant Professor of Anesthesiology B.M. (Belmont 2004); M.D. (East Tennessee State 2009) [2014]

KRISTEN L. CROSSMAN, Assistant Professor of Pediatrics B.S. (Indiana, Bloomington 1994); M.S. (Purdue 1995); M.D. (Indiana, Indianapolis 2000) [2011]

DONNA J. CROWE, Clinical Instructor in Obstetrics and Gynecology B.S. (Birmingham-Southern 1989); M.D. (Vanderbilt 1993) [1997]

JAMES E. CROWE, JR., Ann Scott Carell Chair; Professor of Pediatrics; Professor of Pathology, Microbiology, and Immunology B.S. (Davidson 1983); M.D. (North Carolina 1987) [1995]

ABBE G. CRUMP, Assistant Professor of Clinical Psychiatry B.S. (Texas Christian 2003); M.A., Ph.D. (Alabama 2005, 2009) [2010]

CRISTINA REYES CRUZ, Clinical Instructor in Pediatrics B.S., M.D. (Universidad Santo Tom s, Bucaramanga [Colombia] 1984, 1988) [2013]

SUZANNE T. CSORNA, Instructor in Clinical Obstetrics and Gynecology B.A., M.S.N. (Vanderbilt 2000, 2006) [2007]

DANIEL G. CUADRADO, Adjunct Instructor in Cardiac Surgery B.A. (Hood 1998); M.D. (Maryland 2002) [2011]

KEVIN P. M. CURRIE, Associate Professor of Anesthesiology; Associate Professor of Pharmacology B.Sc. (Edinburgh [U.K.] 1990); Ph.D. (London [U.K.] 1994) [2002]

WILLIAM BEN CUTRER, Assistant Professor of Pediatrics; Assistant Professor of Anesthesiology B.A. (Hardin-Simmons 1999); M.D. (Kentucky, Lexington 2003) [2010]

LAURIE E. CUTTING, Patricia and Rodes Hart Chair; Professor of Special Education; Associate Professor of Pediatrics B.A. (American 1993); M.A., Ph.D. (Northwestern 1995, 1999) [2009]

KATHRYN MCCRYSTAL DAHIR, Assistant Professor of Medicine B.A. (Virginia 1995); M.D. (Eastern Virginia 1999) [2005]

CHUNHUA DAI, Research Assistant Professor of Medicine M.D., M.Sc. (Hunan Medical [China] 1975, 1986) [1992]


JUN DAI, Assistant Professor of Medicine M.D. (Sun Yat-Sen University of Medical Science [China] 1991); M.Sc. (Sun Yat-Sen [China] 1998); Ph.D. (Emory 2008) [2012]

QI DAI, Associate Professor of Medicine M.D. (Shanghai Medical [China] 1990); Ph.D. (South Carolina 2001) [2003]

ARTHUR F. DALLEY II, Professor of Orthopaedic Surgery and Rehabilitation; Professor of Cell and Developmental Biology B.S., Ph.D. (Utah 1970, 1975) [1998]

STEVEN M. DAMO, Adjunct Assistant Professor of Biochemistry B.S. (New York 1998); Ph.D. (California, Berkeley 2006) [2013]

BRUCE M. DAMON, Associate Professor of Radiology and Radiological Sciences; Associate Professor of Molecular Physiology and Biophysics B.S. (Massachusetts 1987); M.S., Ph.D. (Illinois, Champaign 1993, 2000) [2003]

JULIE B. DAMP, Associate Director, Cardiovascular Fellowship Training Program B.S. (Tennessee 1997); M.D. (Vanderbilt 2001) [2007]

JULIET MARIE DANIEL, Assistant Clinical Professor of Pediatrics B.S. (Georgetown 1991); M.D. (Northwestern 1995) [2009]

ANTHONY B. DANIELS, Assistant Professor of Ophthalmology and Visual Sciences B.A. (Princeton 2002); M.S.H.S. (London School of Economics [U.K.] 2003); M.D. (Pennsylvania 2007) [2013]

R. NATHAN DANIELS, Adjunct Assistant Professor of Pharmacology B.S. (Ohio State 2003); Ph.D. (Vanderbilt 2010) [2013]

JOHN SCOTT DANIELS, Assistant Professor of Pharmacology B.S. (Southwest Baptist 1992); Ph.D. (Missouri 1998) [2010]

TITUS L. DANIELS, Associate Professor of Medicine B.S. (Wichita State 1997); M.D. (Kansas 2001); M.P.H. (Vanderbilt 2007) [2006]

MELISSA ELLEN DANKO, Assistant Professor of Pediatric Surgery B.A. (Duke 2000); M.D. (Pittsburgh 2005) [2014]

MATTHEW DANTER, Instructor in Cardiac Surgery M.D. (Western Ontario [Canada] 2003) [2014]

BENJAMIN DANZO, Professor of Obstetrics and Gynecology, Emeritus; Research Professor of Biochemistry, Emeritus B.A. (Franciscan University of Steubenville 1965); M.S. (Arkansas 1968); Ph.D. (Michigan 1971) [1973]

ANH H. DAO, Associate Professor of Pathology, Emeritus B.A. (**Nguyen Trai 1951); M.D. (**Saigon 1960); M.S. (Vermont 1964) [1977]

DAWOOD DARBAR, Associate Professor of Medicine B.Med.Sc., M.B., Ph.D. (Dundee [U.K.] 1986, 1989, 2001) [2002]

JAMES P. DARKE, Assistant Clinical Professor of Pediatrics B.S. (Memphis 1994); M.D. (Tennessee, Memphis 2001) [2010]

UTPAL P. DAVE, Assistant Professor of Medicine B.S., M.D. (Northwestern 1990, 1994) [2005]

SUANNE M. DAVES, Associate Professor of Anesthesiology; Associate Professor of Pediatrics B.S. (Cameron 1981); M.D. (Oklahoma 1987) [2008]

HEATHER A. DAVIDSON, Assistant Professor of Medical Education and Administration B.S., M.S., Ph.D. (Vanderbilt 1996, 2001, 2005) [2010]

JEFFREY M. DAVIDSON, Professor of Pathology, Microbiology, and Immunology B.S. (Tufts 1967); M.S., Ph.D. (Stanford 1969, 1975) [1986]

MARIO A. DAVIDSON, Instructor in Biostatistics B.S., M.S. (Tennessee State 1996, 1998); M.S., M.A., Ph.D. (Ohio State 2002, 2005, 2007) [2009]

STEPHANIE RAY DAVIDSON, Assistant in Medicine; Adjunct Instructor in Nursing B.S.N. (Michigan State 2004); M.S.N. (Vanderbilt 2009) [2009]

WILLIAM R. DAVIDSON, Associate Clinical Professor of Pediatrics B.S. (Tennessee, Martin 1985); M.D. (Tennessee, Memphis 1989) [1992]

LUDA DAVIES, Clinical Instructor in Surgery B.S. (South Carolina, Spartanburg 1980); B.S. (North Texas Health Science Center 1986) [2013]

SEAN S. DAVIES, Assistant Professor of Pharmacology B.S., Ph.D. (Utah 1993, 1999) [2002]

MARCO DAVILA, Assistant Professor of Medicine; Assistant Professor of Cancer Biology B.S. (Texas Christian 1995); Ph.D., M.D. (Duke 2004, 2004) [2014]

CARLA M. DAVIS, Clinical Instructor in Pathology, Microbiology, and Immunology B.S. (Illinois, Champaign 1970); M.D. (Vanderbilt 1974) [1978]

GORDON B. DAVIS, Assistant Clinical Professor of Pediatrics B.A. (California, Berkeley 1972); M.D. (Creighton 1976) [2006]

LARRY TAYLOR DAVIS, Instructor in Clinical in Radiology and Radiological Sciences B.E., M.D. (Vanderbilt 2004, 2008) [2013]

PATRICIA C. DAVIS, Clinical Professor of Pediatrics B.S. (Tennessee 1962); M.D. (Tennessee, Memphis 1965) [2006]

SARAH ANN DAVIS, Assistant in Surgery; Adjunct Instructor in Nursing B.S.N. (Kansas 2006); M.S. (Vanderbilt 2013) [2013]

STEPHEN M. DAVIS, Assistant Clinical Professor of Plastic Surgery B.S. (Vanderbilt 1976); M.D. (Meharry Medical 1981) [1998]

STEPHEN N. DAVIS, Adjunct Professor of Medicine M.B.B.S. (London [U.K.] 1979); M.R.C.P. (Royal College of Physicians [U.K.] 1982); Ph.D. (London [U.K.] 1991); M.D. (Royal College of Physicians [U.K.] 1993) [1988]

THOMAS L. DAVIS, Professor of Neurology B.A. (Wooster 1981); M.D. (Mississippi 1985) [1991]

SHEILA PATRICIA DAWLING, Associate Clinical Professor of Pathology, Microbiology, and Immunology B.Sc. (Surrey [U.K.] 1976); Ph.D. (London [U.K.] 1981) [1996]

MATTHEW A. DAY, Assistant Professor of Clinical Radiology and Radiological Sciences B.S. (Florida 2001); M.D. (Vanderbilt 2005) [2011]

OLGA DAYTS, Assistant in Anesthesiology B.S.N. (Ramapo 2003); M.S.N. (Columbia 2007) [2009]

MARK P. DE CAESTECKER, Associate Professor of Medicine; Associate Professor of Surgery; Associate Professor of Cell and Developmental Biology B.A., M.A. (Cambridge [U.K.] 1980, 1983); M.B.B.S. (London [U.K.] 1986); Ph.D. (Manchester [U.K.] 1994) [2000]

NIELS DE JONGE, Adjoint Assistant Professor of Molecular Physiology and Biophysics M.S. (Amsterdam [Netherlands] 1994); Ph.D. (Albert Ludwigs University of Freiburg [Germany] 1999) [2012]

LISA ANNE DE LA MOTHE, Adjunct Assistant Professor of Hearing and Speech Sciences B.S. (Tennessee, Martin 2001); M.A., Ph.D. (Vanderbilt 2006, 2008) [2012]

MICHAEL DE RIESTHAL, Assistant Professor of Hearing and Speech Sciences B.S. (Northwestern 1997); M.S., Ph.D. (Vanderbilt 1999, 2003) [2007]

NATASHA GRANT DEANE, Research Associate Professor of Surgery B.S. (Brown 1984); Ph.D. (Texas, Dallas 1995) [2004]

RODNEY JAMES SNODGRASS DEATON, Assistant Clinical Professor of Psychiatry B.A. (Purdue 1978); M.D. (Indiana, Indianapolis 1982); J.D. (Harvard Medical 1990) [2014]

MICHAEL RUTLEDGE DEBAUN, J.C. Peterson, M.D. Chair in Pediatric Pulmonology; Professor of Pediatrics; Vice Chair for Clinical Research, Department of Pediatrics B.S. (Howard 1982); M.S., M.D. (Stanford 1987, 1987); M.P.H. (Johns Hopkins 1993) [2010]

DAVID K. DEBOER, Assistant Clinical Professor of Orthopaedic Surgery and Rehabilitation B.A. (Westmar 1983); M.S., M.D. (Vanderbilt 1986, 1990) [1995]

JILL DEBONA, Assistant Clinical Professor of Psychiatry B.A. (Virginia 1986); M.D. (Vanderbilt 1990) [1994]

MICHAEL D. DECKER, Adjunct Professor of Health Policy B.S. (California Institute of Technology 1969); M.D. (Rush 1978); M.P.H. (Illinois, School of Public Health, Chicago 1982) [1986]

ROBERT J. DEEGAN, Associate Professor of Clinical Anesthesiology M.D., B.Sc., Ph.D. (University College, Dublin [Ireland] 1986, 1988, 1991) [1996]


MARY ELLEN DEES, Assistant Professor of Pediatrics B.A., M.D. (Case Western Reserve 1986, 1991) [1999]

KIRBY HUDSON DEETER, Associate in Orthopaedic Surgery and Rehabilitation B.A. (Kansas 1994); D.P.M. (Ohio College of Podiatric Medicine 1999) [2006]

DAVID JAMES DEGRAFF, Research Assistant Professor of Urologic Surgery B.S. (Denver ); Ph.D. (Delaware 2008) [2013]

ROY L. DEHART, Professor of Medicine; Professor of Health Policy B.S. (Tennessee 1957); M.D. (Tennessee, Memphis 1960); M.P.H. (Johns Hopkins 1965) [1999]

DOMINIQUE DELBEKE, Professor of Radiology and Radiological Sciences M.D., Ph.D. (Universit Libre de Bruxelles {Belgium] 1978, 1985) [1990]

AUBREY MICHAEL DELK, Clinical Instructor in Emergency Medicine B.S. (Lipscomb 2002); M.D. (Tennessee, Memphis 2006) [2009]

JANELLE DELLE, Assistant in Surgery B.S.N. (Austin Peay State 2003); M.S. (Saint Louis 2010) [2011]

JAN S. DELOZIER, Assistant Professor of Clinical Medicine A.B. (Tennessee 1978); M.D. (Tennessee, Memphis 1982) [1985]

JOSEPH B. DELOZIER III, Assistant Clinical Professor of Plastic Surgery B.A. (University of the South 1977); M.D. (Tennessee, Memphis 1982) [2000]

ERIC DELPIRE, Professor of Anesthesiology; Professor of Molecular Physiology and Biophysics B.S., M.S., Ph.D. (Li ge [Belgium] 1981, 1983, 1989) [1997]

SANDRA L. DEMING-HALVERSON, Adjunct Research Assistant Professor of Medicine B.S. (Southern California 1992); M.P.H. (George Washington 1996); Ph.D. (North Carolina 2005) [2009]

MARK R. DENISON, Craig-Weaver Chair in Pediatics; Professor of Pediatrics; Professor of Pathology, Microbiology, and Immunology B.S., M.D. (Kansas 1977, 1980) [1991]

THOMAS WADE DENNEY, Clinical Professor of Pediatrics B.S. (Lipscomb 1982); M.D. (Tennessee, Memphis 1986) [2006]

BRADLEY M. DENNIS, Assistant Professor of Surgery B.S. (Georgia 2001); M.D. (Medical College of Georgia 2005) [2012]

SCOTT DENNIS, Assistant in Anesthesiology B.A. (Alabama, Huntsville 1999); B.S.N. (Alabama 2006); M.S.N. (Alabama, Huntsville 2008) [2011]

JOSHUA C. DENNY, Associate Professor of Biomedical Informatics; Associate Professor of Medicine B.S., M.D., M.S. (Vanderbilt 1998, 2003, 2007) [2007]

STEPHEN A. DEPPEN, Assistant Professor of Thoracic Surgery B.S. (Tennessee Technological 1988); M.A. (Tennessee 1991); M.S. (Indiana, Bloomington 1994); Ph.D. (Vanderbilt 2013) [2014]

CHARLES V. DEPRIEST, Assistant Professor of Radiology and Radiological Sciences A.B., M.D. (Harvard 1977, 1982) [2008]

CHRISTINA L. DERLETH, Assistant Professor of Medicine B.S., M.D. (University of Washington 1998, 2004) [2010]

TERENCE S. DERMODY, Dorothy Overall Wells Chair in Pediatrics; Professor of Pediatrics; Professor of Pathology, Microbiology, and Immunology; Director, Pediatric Infectious Diseases; Director, Medical Scientist Training Program B.S. (Cornell 1978); M.D. (Columbia 1982) [1990]

RONALD G. DERR, Assistant Professor of Clinical Orthopaedic Surgery and Rehabilitation B.S. (Ohio State 1979); D.O. (Ohio 1988) [2009]

NEERAV A. DESAI, Assistant Professor of Pediatrics B.E. (Vanderbilt 1998); M.D. (Tennessee, Memphis 2002) [2006]

MOHAMED MOKHTAR DESOUKI, Assistant Professor of Pathology, Microbiology, and Immunology Ph.D., M.Sc., M.D. (Cairo [Egypt] 1989, 1996, 2000) [2012]

WOLF-DIETRICH DETTBARN, Professor of Pharmacology, Emeritus M.D. (**Goettingen, Germany 1953) [1968]

KRISTEN BETH DETTORRE, Assistant Professor of Emergency Medicine B.S. (Kent State 2002); M.D. (Northeastern Ohio Universities 2006) [2009]

PATRICIA A. DETZEL, Assistant Professor of Clinical Obstetrics and Gynecology B.S.N. (Cincinnati 1994); M.S.N. (Vanderbilt 1998) [2010]

ARIEL Y. DEUTCH, James G. Blakemore Chair in Psychiatry; Professor of Psychiatry; Professor of Pharmacology B.A. (Vanderbilt 1973); Ph.D. (Georgia 1983) [1996]

CLINTON J. DEVIN, Assistant Professor of Orthopaedic Surgery and Rehabilitation; Assistant Professor of Neurological Surgery B.S. (Wyoming 1998); M.D. (Vanderbilt 2002) [2009]

JESSICA K. DEVIN, Assistant Professor of Medicine B.A. (Dartmouth 1998); M.D., M.S. (Vanderbilt 2002, 2007) [2011]

VICTORIA J. DEVITO, Associate Professor of Clinical Pediatrics B.S. (Ohio 1976); M.D. (Medical College of Ohio 1979) [2005]

JOSEPH EDWARD DEWEESE, Adjunct Assistant Professor of Biochemistry B.S. (Freed-Hardeman 2004); Ph.D. (Vanderbilt 2009) [2009]

CHARLENE M. DEWEY, Associate Professor of Medical Education and Administration; Associate Professor of Medicine B.S. (Bradley 1985); M.D. (Morehouse 1990); M.Ed. (Houston 2004) [2007]

PUNITA DHAWAN, Assistant Professor of Surgery; Assistant Professor of Cancer Biology B.S. (Delhi [India] 1991); M.S. (All India Institute of Medical Sciences 1993); Ph.D. (Arkansas, Little Rock 1999) [2002]

EMMANUELE DIBENEDETTO, Centennial Professor of Mathematics; Professor of Molecular Physiology and Biophysics B.A. (Florence [Italy] 1975); Ph.D. (Texas 1979) [2000]

S. KENT DICKESON, Research Assistant Professor of Pathology, Microbiology, and Immunology B.S. (Missouri State 1985); Ph.D. (Kansas 1991) [2003]

IRINA A. DIDIER, Instructor in Clinical Pediatrics; Instructor in Clinical Medicine B.S. (Gomel State Medical [Belarus] 1980); M.D. (Minsk State Medical [Belarus] 1987) [2005]

JOSEPH DIGGS, Assistant Professor of Radiology and Radiological Sciences B.S. (Cuttington College and Divinity School [Liberia] 1958); M.D. (Geneva [Switzerland] 1967) [2000]

ANNA DIKALOVA, Research Assistant Professor of Pediatrics M.S. (Novosibirsk State [Russia] 1987); Ph.D. (Institute of Cytology and Genetics [Russia] 1993) [2011]

MARY DIMICELI, Assistant Professor of Anesthesiology B.S. (Manhattan 2002); M.D. (Georgetown 2007) [2014]

ELIA C. DIMITRI, Clinical Professor of Pediatrics B.A. (East Tennessee State 1957); M.D. (Tennessee, Memphis 1960) [2005]

THOMAS S. DINA, Professor of Radiology and Radiological Sciences, Emeritus B.S. (Notre Dame 1961); M.D. (Northwestern 1965) [1994]

GEORGE X. DING, Professor of Radiation Oncology; Associate Professor of Physics B.Sc., M.Sc. (Xuzhou Medical [China] 1982, 1985); Ph.D. (Carleton [Canada] 1995) [2004]

TIANBING DING, Research Instructor in Obstetrics and Gynecology B.S., M.S. (Jilin [China] 1995, 1998); Ph.D. (Changchun University of Technology [China] 2001) [2013]

THOMAS G. DISALVO, Associate Professor of Medicine A.B. (Harvard 1980); M.D. (Cincinnati 1987); M.P.H. (Harvard 1995); M.B.A. (Vanderbilt 2007) [2004]

ROBERT DISANTIS, Assistant Professor of Clinical Medicine B.S. (Grove City 2007); M.D. (Pennsylvania State 2011) [2014]

ANDREW DITTBERNER, Adjunct Assistant Professor of Hearing and Speech Sciences B.A. (North Dakota 1996); M.S. (Arizona 1998); Ph.D. (Iowa 2002) [2006]

KURT F. DITTRICH, Assistant Professor of Clinical Anesthesiology B.A., M.D. (Vermont 1994, 1999) [2011]


ROBERT S. DITTUS, Associate Vice-Chancellor for Public Health and Health Care; Senior Associate Dean for Population Health Sciences; Albert and Bernard Werthan Chair in Medicine; Professor of Medicine; Director of the Institute for Medicine and Public Health B.S.I.E. (Purdue 1973); M.D. (Indiana, Bloomington 1978); M.P.H. (North Carolina 1984) [1997]

JOHN H. DIXON, JR., Associate Professor of Medicine B.S. (Duke 1969); M.D. (Vanderbilt 1973) [1996]

ROGER R. DMOCHOWSKI, Professor of Urologic Surgery; Professor of Obstetrics and Gynecology B.A. (Trinity [Texas] 1979); M.D. (Texas, Galveston 1983) [2002]

KATHERINE DOBIE, Assistant Professor of Clinical Anesthesiology B.S. (South Carolina 1998); M.D. (East Tennessee State 2003) [2009]

CHRISTOPHER HERBERT DODD, Assistant Professor of Clinical Pediatrics B.S. (Samford 1998); Ph.D., M.D. (Alabama, Birmingham 2008, 2009) [2014]

DEBRA A. DODD, Professor of Clinical Pediatrics; Associate Professor of Pediatrics B.A., M.D. (Johns Hopkins 1980, 1984) [1990]

TRACEY E. DOERING, Assistant Clinical Professor of Medicine B.S. (Rutgers, Newark 1981); M.D. (Johns Hopkins 1985) [1989]

JENNIFER A. DOMM, Assistant Professor of Pediatrics B.S. (Brown 1996); M.D. (Vanderbilt 2000) [2006]

MANUS J. DONAHUE, Assistant Professor of Radiology and Radiological Sciences; Assistant Professor of Psychiatry; Assistant Professor of Neurology B.A. (Duke 2003); Ph.D. (Johns Hopkins 2007) [2010]

PAULA DONAHUE, Research Assistant Professor of Physical Medicine and Rehabilitation D.P.T. (Northwestern 2002); M.B.A. (Johns Hopkins 2007) [2012]

RAFE M. DONAHUE, Adjunct Associate Professor of Biostatistics B.S. (Dayton 1987); Ph.D. (Colorado State 1992) [2008]

SEAN P. DONAHUE, Sam and Darthea Coleman Chair in Pediatric Ophthalmology; Professor of Ophthalmology and Visual Sciences; Professor of Pediatrics; Associate Professor of Neurology B.S. (Dayton 1984); Ph.D., M.D. (Emory 1988, 1989) [1995]

KATHLEEN DONAIS, Assistant in Surgery B.S.N., M.S.N. (Alabama, Birmingham 2004, 2005) [2011]

JINHUI DONG, Research Instructor in Biochemistry B.S. (Nanjing Medical [China] 1990); M.S. (Peking [China] 1999); Ph.D. (Vanderbilt 2005) [2013]

XINHONG DONG, Assistant Professor of Microbiology and Immunology at Meharry Medical College; Adjunct Assistant Professor of Medicine at Vanderbilt B.S. (Wuhan [China] 1992); Ph.D. (Chinese Academy of Sciences, Beijing 1997) [2006]

EDWIN F. DONNELLY, Associate Professor of Radiology and Radiological Sciences; Associate Professor of Biomedical Engineering B.S., M.D. (Cincinnati 1992, 1996); Ph.D. (Vanderbilt 2003) [2000]

JENNIFER M. DONNELLY, Assistant Clinical Professor of Pediatrics B.S., M.D. (Cincinnati 1992, 1996) [1999]

PETER D. DONOFRIO, Professor of Neurology B.S. (Notre Dame 1972); M.D. (Ohio State 1975) [2006]

TODD J. DORAN, Senior Associate in Urologic Surgery B.S. (Willamette 1989); B.C.H.S. (University of Washington 1997); M.S. (Oregon State 1997) [2004]

STACY L. DORRIS, Assistant Professor of Pediatrics B.A. (Columbia College 1997); M.D. (Vanderbilt 2007) [2012]

RICHARD D. DORTCH, Research Assistant Professor of Radiology and Radiological Sciences; Research Assistant Professor of Biomedical Engineering B.S. (Tennessee, Chattanooga 2002); M.S., Ph.D. (Vanderbilt 2005, 2009) [2012]

GLENN C. DOUGLAS Instructor in Clinical Medicine B.A. (South Florida 1991); M.D. (East Tennessee State 1998) [2007]

CHRISTINE K. DOVE, Assistant Professor of Radiology and Radiological Sciences B.A. (Bowdoin 1996); M.D. (Vanderbilt 2002) [2007]

DWAYNE DOVE, Assistant Professor of Clinical Pediatrics B.S. (Clemson 1988); Ph.D., M.D., M.P.H. (Vanderbilt 2005, 2007, 2013) [2013]

SHANA R. DOWELL, Assistant Professor of Clinical Obstetrics and Gynecology M.S. (Columbia 1998); B.A. (Georgetown 1998); M.D. (Rochester 2003) [2013]

JOHN E. DOWNING, Clinical Professor of Ophthalmology and Visual Sciences B.S. (Baylor 1959); M.D. (Louisville 1962) [1987]

JOHN W. DOWNING, Professor of Obstetrics and Gynecology; Professor of Anesthesiology M.B.B.Ch. (Witwatersrand [South Africa] 1961) [1989]

THOMAS P. DOYLE, Ann and Monroe Carell Jr. Family Chair in Pediatric Cardiology; Associate Professor of Pediatrics B.S., M.D. (Arizona 1983, 1987) [1994]

WONDER PURYEAR DRAKE, Associate Professor of Medicine; Associate Professor of Pathology, Microbiology, and Immunology B.S. (Alabama 1990); M.D. (Vanderbilt 1994) [2001]

DEBBIE J. DRAKE-DAVIS, Assistant in Medicine; Adjunct Instructor in Nursing B.S.N. (Western Kentucky 1995); M.B.A. (Lipscomb 2002); M.S.N., D.N.P. (Vanderbilt 2004, 2011) [2007]

SISTER MARY DIANA DREGER, Assistant Clinical Professor of Medicine B.S., M.A. (SUNY, Stony Brook 1981, 1987); M.D. (Vanderbilt 2001) [2011]

DAVIS C. DRINKWATER, JR., Clinical Professor of Cardiac Surgery at Monroe Carell Jr. Children's Hospital at Vanderbilt B.A. (Harvard 1969); M.D. (Vermont 1976); M.Sc. (McGill [Canada] 1980) [2006]

FRANKLIN J. DRUMMOND, Assistant Clinical Professor of Psychiatry B.S. (Emory 1988); M.D. (Medical University of South Carolina 1993); M.B.A. (INSEAD [France] 2006) [2009]

SUSAN B. DRUMMOND, Associate in Obstetrics and Gynecology B.S.N., M.S.N. (Vanderbilt 1988, 1989) [2005]

STEPHANY N. DUDA, Assistant Professor of Biomedical Informatics B.S.E. (Princeton 2002); M.S., Ph.D. (Vanderbilt 2005, 2011) [2011]

MARTHA SHAW DUDEK, Senior Associate in Obstetrics and Gynecology B.A. (Washington University 1993); M.S. (Cincinnati 1996) [2001]

LAURA L. DUGAN, Abram C. Shmerling, M.D. Chair in Alzheimer's and Geriatric Medicine; Professor of Clinical Medicine S.B. (Massachusetts Institute of Technology 1981); M.D. (Ohio State 1987) [2014]

DANIEL E. DULEK, Assistant Professor of Pediatrics B.S. (Notre Dame 2000); M.D. (Washington University 2004) [2011]

CAROLINE V. DULEY, Assistant in Medicine B.S. (Arizona 1997); M.S.N. (Vanderbilt 2000) [2003]

J. STEPHEN DUMMER, Professor of Medicine; Professor of Surgery B.A. (Wesleyan 1966); M.D. (Pittsburgh 1977) [1990]

JAMES A. DUNCAVAGE, Professor of Otolaryngology B.S. (SUNY, Buffalo 1971); M.D. (Wisconsin 1975) [1986]

MARY C. DUNDON, Clinical Professor of Pediatrics B.S. (William and Mary 1975); M.D. (Vanderbilt 1979) [1982]

G. DEWEY DUNN, Associate Professor of Medicine B.A. (Louisiana College 1956); M.D. (Louisiana State 1960) [1971]

JOHN R. DUNN, Assistant Clinical Professor of Health Policy B.S. (Louisiana State 1991); D.V.M., Ph.D. (Louisiana State, New Orleans 1997, 2003) [2005]

JULIA PASSYN DUNN, Adjoint Instructor in Medicine B.S. (Auburn 1998); M.D. (South Alabama 2002) [2008]

MELANIE A. DUNN, Clinical Instructor in Obstetrics and Gynecology B.S., M.D. (Texas A & M 1983, 1987) [1994]

WILLIAM D. DUPONT, Professor of Biostatistics; Professor of Health Policy B.Sc., M.Sc. (McGill [Canada] 1969, 1971); Ph.D. (Johns Hopkins 1977) [1977]

TONYA DURANT, Assistant in Psychiatry B.S. (Middle Tennessee State 1996); M.S. (Trevecca Nazarene 2006); M.S.N. (Vanderbilt 2010) [2013]


RYSZARD DWORSKI, Assistant Professor of Medicine M.D., Ph.D. (Jagiellonian [Poland] 1980, 1983) [2005]

JAMIE P. DWYER, Associate Professor of Medicine Sc.B., M.D. (Brown 1996, 2000) [2008]

JENNIFER E. DYER, Lecturer in Health Policy B.A. (Samford 1999); M.T.S., Ph.D. (Vanderbilt 2001, 2007) [2011]

ELISABETH MAY DYKENS, Annette Schaefer Eskind Chair in the Vanderbilt Kennedy Center; Professor of Psychology and Human Development; Professor of Pediatrics; Professor of Psychiatry B.A. (Mount Holyoke 1979); M.A., Ph.D. (Kansas 1983, 1985) [2003]

KATHERINE A. DYKES, Assistant Professor of Clinical Obstetrics and Gynecology B.A. (Southwestern at Memphis 1981); M.D. (Tennessee, Memphis 1988) [2012]

ELIZABETH PONDER DYKSTRA, Associate Clinical Professor of Pediatrics B.A. (Mississippi 1993); M.D. (Medical College of Georgia 1998) [2001]

SUSAN S. EAGLE, Associate Professor of Anesthesiology B.S. (Georgia 1994); M.D. (Medical College of Georgia 1999) [2003]

L. JANE EASDOWN, Associate Professor of Anesthesiology B.S., M.D. (McGill [Canada] 1976, 1980) [1996]

SHANNON C. EASTHAM, Assistant Professor of Surgery B.A. (Virginia 1999); M.D. (Medical College of Virginia 2006) [2012]

ROLAND D. EAVEY, Guy M. Maness Chair in Otolaryngology; Professor of Otolaryngology; Professor of Hearing and Speech Sciences; Chair of the Department of Otolaryngology; Director Vanderbilt Bill Wilkerson Center B.S. (St. Joseph's [Sri Lanka] 1971); M.D. (Pennsylvania 1975); S.M. (Harvard 2004) [2009]

JON S. EBERT, Assistant Professor of Psychology; Assistant Professor of Clinical Psychiatry B.A. (Bethel University [Minnesota] 1995); M.A. (Trinity International 1998); Psy.D. (Wheaton 2003) [2008]

ABBY C. EBLEN, Clinical Instructor in Obstetrics and Gynecology B.S. (East Tennessee State 1988); M.D. (Tennessee, Memphis 1992) [2002]

CHARLES W. ECKSTEIN, Associate Clinical Professor of Urologic Surgery B.A. (Iowa 1972); M.D. (Vanderbilt 1976) [1981]

KATHERINE E. EDER, Instructor in Clinical Neurology B.A. (Washington University 2005); M.D. (Northwestern 2010) [2014]

STEPHEN B. EDGE, Adjunct Professor of Surgery B.A. (Tufts 1975); M.D. (Case Western Reserve 1979) [2013]

DALE SCOTT EDGERTON, Research Assistant Professor of Molecular Physiology and Biophysics B.Sc. (Boise State 1996); Ph.D. (Vanderbilt 2002) [2005]

CHARLES E. EDMISTON, JR., Adjunct Professor of Hearing and Speech Sciences B.A. (SUNY 1972); M.S. (Michigan State 1975); Ph.D. (Vanderbilt 1982) [2004]

HENRY D. EDWARDS, Assistant Professor of Pathology, Microbiology, and Immunology B.S. (Georgia Institute of Technology 1999); M.D. (Mercer 2007) [2013]

DAVID L. EDWARDS, Assistant Clinical Professor of Medicine B.S. (North Carolina State 1971); M.S., M.D. (North Carolina 1979, 1983) [1990]

JOE M. EDWARDS, Clinical Instructor in Obstetrics and Gynecology B.S. (Hendrix 1961); M.D. (Arkansas 1966) [1972]

KATHRYN M. EDWARDS, Sarah H. Sell and Cornelius Vanderbilt Chair; Professor of Pediatrics M.D. (Iowa 1973) [1980]

TODD L. EDWARDS, Assistant Professor of Medicine B.S. (Middle Tennessee State 2003); M.S., Ph.D. (Vanderbilt 2008, 2008) [2010]

WILLIAM H. EDWARDS, JR., Associate Clinical Professor of Surgery at St. Thomas Medical Center B.A., M.D. (Vanderbilt 1977, 1981) [1988]

WILLIAM H. EDWARDS, SR., Professor of Surgery, Emeritus B.A., M.D. (Vanderbilt 1949, 1953) [1960]

MARTIN EGLI, Professor of Biochemistry B.S., Ph.D. (ETH-Zurich 1984, 1988) [2000]

TONI O. EGOLUM, Assistant Professor of Clinical Pediatrics B.S., M.D. (Howard 2006, 2010) [2013]

KEHINDE AMEN EGUAKUN, Assistant in Medicine; Instructor in Clinical Nursing B.S. (Nigeria 1982); M.S. (Obafemi Awolowo, Ile-Ife [Nigeria] 1988); M.S.N. (North Carolina 1999) [2010]

JESSE M. EHRENFELD, Associate Professor of Anesthesiology; Associate Professor of Biomedical Informatics; Associate Professor of Surgery B.S. (Haverford 2000); M.D. (Chicago 2004); M.P.H. (Harvard 2009) [2010]

QUENTIN EICHBAUM, Associate Professor of Pathology, Microbiology, and Immunology; Associate Professor of Medical Education and Administration B.S., Ph.D. (Cape Town [South Africa] 1985, 1990); M.F.A. (Vermont College 1996); M.P.H. (Harvard 1999); Ph.D. (Massachusetts Institute of Technology 2001); M.D. (Harvard Medical 2001) [2010]

BRANDT F. EICHMAN, Associate Professor of Biological Sciences; Associate Professor of Biochemistry B.S. (Mississippi 1993); Ph.D. (Oregon State 2000) [2004]

STEPHANIE H. EIDSON, Assistant Professor of Clinical Pediatrics B.A. (Smith 1991); M.D. (Emory 1996) [2001]

TIMOTHY H. EIDSON, Associate Clinical Professor of Pediatrics B.S. (Bob Jones 1992); M.D. (Tennessee, Memphis 1996) [2000]

JOHN B. EIFLER, Instructor in Urologic Surgery B.S., B.S. (Kentucky, Lexington 2001, 2001); M.D. (Cornell 2007) [2013]

EUGENE CARLSON EILAND, Instructor in Emergency Medicine B.S. (Xavier [Louisiana] 2001); M.D. (Mississippi 2011) [2014]

CHRISTINE M. EISCHEN, Associate Professor of Pathology, Microbiology, and Immunology; Associate Professor of Cancer Biology B.S. (Creighton 1992); Ph.D. (Mayo Medical 1997) [2006]

ESTHER EISENBERG, Professor of Obstetrics and Gynecology B.A. (City College of New York 1973); M.D. (Yeshiva 1976); M.P.H. (Vanderbilt 2000) [1992]

WAEL EL-RIFAI, H. William Scott, Jr., Chair in Surgery; Professor of Surgery; Professor of Cancer Biology M.Sc., M.D. (Ain Shams [Egypt] 1986, 1992); Ph.D. (Helsinki [Finland] 1996) [2005]

MAIE EL-SOURADY, Assistant Professor of Medicine B.S. (Duke 2000); M.S., M.D. (North Carolina 2002, 2006) [2011]

ROY O. ELAM III, Associate Professor of Medicine B.A. (University of the South 1968); M.D. (Tennessee, Memphis 1971) [1976]

TOM A. ELASY, Ann and Roscoe R. Robinson Chair of Clinical Research at the Diabetes Center; Associate Professor of Medicine; Director of the Division of General Internal Medicine and Public Health B.A., M.D. (Maryland, Baltimore 1987, 1991); D.T.M.&H. (London School of Hygiene and Tropical Medicine 1994); M.P.H. (North Carolina 1998) [1998]

FLORENT ELEFTERIOU, Associate Professor of Medicine; Associate Professor of Pharmacology; Associate Professor of Cancer Biology M.S. (Burgundy [France] 1995); Ph.D. (Université Claude Bernard Lyon 1 [France] 1999) [2006]

BERTHA CHRISTINA ELIAS, Research Instructor in Medicine B.S., M.S., M.Phil., Ph.D. (Pune [India] 1983, 1985, 1987, 1995) [2010]

FERNANDO ELIJOVICH, Professor of Medicine B.A., B.S., M.D. (Buenos Aires [Argentina] 1960, 1960, 1967) [2012]

JAMES H. ELLIOTT, Professor of Ophthalmology and Visual Sciences, Emeritus B.A. (Phillips 1949); M.D. (Oklahoma 1952) [1965]

CHARLES D. ELLIS, Research Instructor in Medicine B.A. (Carson-Newman 1978); Ph.D. (North Carolina 1983) [2013]

DARREL L. ELLIS, Associate Professor of Medicine B.S. (Kansas State 1973); M.D. (Kansas 1976) [1984]

RANDALL ELLIS, Adjunct Assistant Professor of Emergency Medicine B.A. (Missouri, Kansas City 1985); M.D. (Vanderbilt 1989); M.P.H. (Johns Hopkins 2010) [2011]


SHELLEY E. ELLIS, Instructor in Clinical Medicine B.A. (Vanderbilt 1992); M.D. (Texas, Dallas 1996); M.P.H. (Vanderbilt 2001) [2002]

WENDY DREW ELLIS, Assistant Professor of Radiology and Radiological Sciences B.A. (Florida State 2001); M.D. (Vanderbilt 2006) [2012]

EUGENE WESLEY ELY, Professor of Medicine B.S., M.P.H., M.D. (Tulane 1985, 1989, 1989) [1998]

BRIAN R. EMERSON, Assistant Professor of Clinical Anesthesiology B.A. (Notre Dame 1999); M.D. (Vanderbilt 2003) [2013]

EDWIN B. EMERSON, Assistant Professor of Clinical Otolaryngology B.S. (Tennessee, Martin 1977); M.D. (Tennessee, Memphis 1981) [2004]

RONALD B. EMESON, Joel G. Hardman Chair in Pharmacology; Professor of Pharmacology; Professor of Psychiatry; Professor of Molecular Physiology and Biophysics B.A. (Johns Hopkins 1980); Ph.D. (Colorado 1986) [1991]

BARBARA ENGELHARDT, Associate Professor of Pediatrics M.D. (Ruprecht-Karls-Universit t [Germany] 1976) [1986]

DARREN W. ENGERS, Research Instructor in Pharmacology B.S. (Delaware 1998); Ph.D. (Texas 2006) [2012]

DANIEL W. ENROTH, Associate in Orthopaedic Surgery and Rehabilitation B.S.N. (Louisiana, Monroe 2001); M.S.N. (Alabama, Huntsville 2005) [2011]

STEPHEN S. ENTMAN, Professor of Obstetrics and Gynecology, Emeritus A.B. (Harvard 1964); M.D. (Duke 1968) [1980]

MEIRA EPPLEIN, Assistant Professor of Medicine B.A. (North Carolina 1994); M.A., M.S., Ph.D. (University of Washington 1997, 2005, 2007) [2009]

RICHARD A. EPSTEIN, JR., Associate Professor of Psychiatry B.A. (Bates 1995); M.A., Ph.D. (Chicago 1998, 2005); M.P.H. (Vanderbilt 2011) [2008]

KEVIN ERREGER, Research Instructor in Molecular Physiology and Biophysics B.S. (SUNY, Buffalo 1998); Ph.D. (Emory 2004) [2009]

WARREN D. ERVIN, Associate Clinical Professor of Pediatrics B.S., M.S. (Stanford 1975, 1975); M.D. (Duke 1980) [2003]

ADAM JOHN ESBENSHADE, Assistant Professor of Pediatrics B.A. (Vanderbilt 1999); M.D. (Tennessee, Memphis 2004) [2010]

JENNIFER CANNON ESBENSHADE, Assistant Clinical Professor of Pediatrics B.S. (Brown 2000); M.D. (Vanderbilt 2005) [2009]

JEFFREY B. ESKIND, Assistant Clinical Professor of Medicine A.B. (Harvard 1976); M.D. (Tulane 1980) [1985]

STEVEN J. ESKIND, Assistant Professor of Surgery A.B. (Washington University 1973); M.D. (Tulane 1977) [1983]

FERDINAND S. ESPELETA, Clinical Instructor in Pediatrics B.S., M.D. (Santo Tomas [Phillipines] 1987, 1991) [2009]

JENNIFER ESS, Assistant Professor of Pediatric Medicine at Meharry Medical College; Assistant Clinical Professor of Pediatrics at Vanderbilt B.A. (Pittsburgh 1981); B.S.N. (Creighton 1983); M.S. (Kansas 1989); M.D. (Colorado 1999) [2006]

KEVIN C. ESS, Associate Professor of Pediatrics; Assistant Professor of Cell and Developmental Biology; Director, Division of Pediatric Neurology B.M., Ph.D., M.D. (Cincinnati 1989, 1996, 1998) [2006]

CRISTINA MARIA ESTRADA, Associate Professor of Pediatrics; Associate Professor of Emergency Medicine B.S., M.D. (Florida 1998, 2001) [2007]

JUAN C. ESTRADA, Assistant Professor of Medicine M.D. (Universidad Nacional Aut noma de Honduras 1995); M.P.H. (North Florida 2004) [2011]

AMY HURST EVANS, Assistant Clinical Professor of Pediatrics B.S. (Duke 1983); M.D. (North Carolina 1989) [1999]

BETHANY L. EVANS, Assistant in Surgery B.A. (Middle Tennessee State 2003); M.S.N. (Vanderbilt 2006) [2011]

EMILY ROSE EVANS, Assistant in Emergency Medicine B.S. (Delaware 2005); M.S.N. (Vanderbilt 2008) [2010]

JOHN H. EXTON, Professor of Molecular Physiology and Biophysics; Professor of Pharmacology B.Med.Sc., M.B.Ch.B (New Zealand 1955, 1958); Ph.D., M.D. (Otago [New Zealand] 1963, 1984) [1964]

SWATHI EYYUNNI, Assistant Professor of Clinical Pediatrics B.S. (Wake Forest 2003); D.O. (Touro [California] 2008) [2014]

MEREDITH A. EZELL, Assistant Clinical Professor of Ophthalmology and Visual Sciences B.S. (Lipscomb 1978); M.D. (Tennessee, Memphis 1982) [1986]

OLUWOLE FADARE, Associate Professor of Pathology, Microbiology, and Immunology; Associate Professor of Obstetrics and Gynecology B.S., A.S. (University of the District of Columbia 1995, 1996); M.D. (Howard 2000) [2009]

JOHN M. FAHRENHOLZ, Assistant Professor of Medicine B.A. (Miami [Ohio] 1992); M.D. (Ohio State 1997) [2006]

JOSEPH FAIZ, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Tennessee 2002); D.D.S. (Tennessee, Memphis 2006) [2012]

WIAAM FALOUJI, Assistant Professor of Clinical Neurology M.B.B.S. (Dow Medical [Pakistan] 1981) [2011]

JOHN Y. FANG, Assistant Professor of Neurology B.S. (Pennsylvania State 1989); M.D. (Thomas Jefferson 1991) [1998]

JOSEPH BURTON FANNING, Assistant Professor of Medicine B.A. (Birmingham-Southern 1993); M.T.S. (Princeton Theological Seminary 2001); Ph.D. (Vanderbilt 2008) [2009]

MELISSA A. FARROW, Research Instructor in Pathology, Microbiology, and Immunology B.A. (Regis College 1999); Ph.D. (Massachusetts, Boston 2005) [2013]

CHERYL ANN FASSLER, Assistant Clinical Professor of Medicine B.S. (Notre Dame 1979); M.D. (Ohio State 1982) [1987]

MARQUETTA L. FAULKNER, Interim Chair and Professor of Internal Medicine at Meharry Medical College; Assistant Clinical Professor of Medicine at Vanderbilt B.S. (Texas Southern 1977); M.D. (Meharry Medical 1981) [1993]

LARRY MCNEILL FAUST, Associate Clinical Professor of Pediatrics B.A. (Tennessee 1969); M.D. (Tennessee, Memphis 1973) [2005]

MOHAMMAD FAROOQ FAZILI, Associate Professor of Clinical Pediatrics M.B.B.S. (Nishtar Medical [Pakistan] 1984) [2003]

SERGIO FAZIO, Cornelius Vanderbilt Chair; Professor of Medicine; Professor of Pathology, Microbiology, and Immunology M.D. (Rome [Italy] 1983); Ph.D. (Siena [Italy] 1989) [1993]

CHARLES F. FEDERSPIEL, Professor of Preventive Medicine (Biostatistics), Emeritus B.A., M.A. (Michigan 1950, 1952); Ph.D. (North Carolina State 1959) [1959]

JAMES W. FELCH, Associate Professor of Clinical Ophthalmology and Visual Sciences B.S. (Delaware 1968); Ph.D., M.D. (Vanderbilt 1973, 1977) [2007]

QIPING FENG, Research Instructor in Medicine Ph.D. (Peking Union Medical [China] 2006) [2012]

GERALD M. FENICHEL, Professor of Neurology, Emeritus B.A. (Johns Hopkins 1955); M.D. (Yale 1959) [1969]

LINDY FENLASON, Assistant Professor of Pediatrics B.A. (Taylor 2001); M.D. (Indiana, Indianapolis 2005); M.P.H. (Johns Hopkins 2012) [2012]

IGOR A. FEOKTISTOV, Associate Professor of Medicine; Associate Professor of Pharmacology Ph.D., C.Sc. (Tomsk Medical Institute [Russia] 1986, 1990) [1992]

ELIZABETH FERLUGA, Assistant Professor of Neurology B.S. (Washington State 2003); M.D. (Iowa 2009) [2011]

ROBINSON M. FERRE, Assistant Professor of Emergency Medicine B.S. (Utah 1999); M.D. (Medical College of Wisconsin 2003) [2010]

CLAUDE L. FERRELL III, Adjunct Assistant Professor of Anesthesiology B.A. (Tennessee 1985); M.D. (Tennessee, Memphis 1989) [1996]

NICHOLAS FERRELL, Research Instructor in Medicine B.S., Ph.D. (Ohio State 2003, 2008) [2012]

MICHAEL J. FERRI, Assistant Clinical Professor of Psychiatry B.A. (Thomas Aquinas [California] 2000); M.D. (Queens, Belfast [U.K.] 2006) [2012]


STEPHEN W. FESIK, Orrin H. Ingram II Chair in Cancer Research; Professor of Biochemistry; Professor of Chemistry; Professor of Pharmacology B.A. (College of the Holy Cross 1975); Ph.D. (Connecticut 1981) [2009]

JOSHUA P. FESSEL, Assistant Professor of Medicine; Assistant Professor of Pharmacology B.S. (Evansville 1999); M.D., Ph.D. (Vanderbilt 2000, 2003) [2013]

JAMES F. FIECHTL, Assistant Professor of Emergency Medicine; Assistant Professor of Orthopaedic Surgery and Rehabilitation B.S. (Missouri, Rolla 1996); M.D. (Tennessee, Memphis 2001) [2006]

ELLIOT M. FIELSTEIN, Assistant Professor of Psychiatry B.A. (SUNY, Buffalo 1976); Ph.D. (Vermont 1984) [1998]

ESTUARDO FIGUEROA, Assistant Clinical Professor of Pediatrics M.D. (Universidad de San Carlos de Guatemala 1993) [2009]

CANDICE DENISE FIKE, Professor of Pediatrics B.A. (Rice 1975); M.D. (Colorado, Colorado Springs 1979) [2005]

FARIYAL F. FIKREE, Adjunct Associate Professor of Health Policy M.D. (Shiraz [Iran] 1980); Dr.P.H. (Johns Hopkins 1993) [2011]

EMMA FINAN, Assistant in Psychiatry B.S. (College of Saint Francis 2001); M.M.F.T. (Trevecca Nazarene 2006) [2011]

JO-DAVID FINE, Professor of Medicine; Professor of Pediatrics B.S. (Yale 1972); M.D. (Kentucky, Lexington 1976); M.P.H. (North Carolina 1992) [2004]

BARBARA MARY FINGLETON, Assistant Professor of Cancer Biology B.Sc., Ph.D. (Dublin City [Ireland] 1992, 1996) [2001]

FREDERICK L. FINKE, Clinical Instructor in Obstetrics and Gynecology B.A., M.D. (Ohio State 1967, 1970) [1978]

YORAM FINKELSTEIN, Adjunct Professor of Pediatrics M.D. (Palermo [Italy] 1974); Ph.D. (Hebrew University of Jerusalem [Israel] 1994) [2008]

A. J. REID FINLAYSON, Associate Professor of Clinical Psychiatry M.D. (Western Ontario [Canada] 1969) [2001]

MARY SUE FINO-SZUMSKI, Assistant Professor of Hearing and Speech Sciences B.S. (Marywood 1986); M.S., Ph.D. (Vanderbilt 1987, 1997) [1997]

JEAN-TERESE FISCHER, Assistant Professor of Clinical Anesthesiology B.S. (Saint Edward's 1977); M.D. (Texas 1981) [2000]

FRANK A. FISH, Professor of Pediatrics; Associate Professor of Medicine A.B. (Wabash 1978); M.D. (Indiana, Bloomington 1983) [1990]

P. TOBI FISHEL, Associate Professor of Clinical Psychiatry; Associate Professor of Clinical Pediatrics B.A. (SUNY, Binghamton 1984); Ph.D. (Miami 1990) [2001]

JACK FISHER, Associate Clinical Professor of Plastic Surgery; Adjunct Associate Professor of Nursing B.S. (Illinois, Champaign 1969); M.D. (Emory 1973) [1987]

JACK C. FISHER, Assistant Professor of Clinical Oral and Maxillofacial Surgery A.S., D.M.D. (Louisville 1973, 1979) [2008]

CHRISTINA TAULIEN FISKE, Assistant Professor of Medicine B.S. (Pennsylvania State 1999); M.D. (Loyola 2003) [2009]

RACHEL B. FISSELL, Assistant Professor of Medicine B.A. (Yale 1991); M.S., M.D. (Maryland, Baltimore 1996, 1996) [2012]

WILLIAM H. FISSELL IV, Associate Professor of Medicine; Associate Professor of Biomedical Engineering S.B. (Massachusetts Institute of Technology 1992); M.D. (Case Western Reserve 1998) [2012]

ROBERT WARNE FITCH, Assistant Professor of Emergency Medicine; Assistant Professor of Orthopaedic Surgery and Rehabilitation B.S., M.D. (Wake Forest 1997, 2001) [2006]

J. MICHAEL FITZPATRICK, Professor of Neurological Surgery, Emeritus; Professor of Computer Science, Emeritus; Professor of Computer Engineering, Emeritus; Professor of Electrical Engineering, Emeritus; Professor of Radiology and Radiological Sciences, Emeritus; Research Professor of Computer Science B.S. (North Carolina 1967); Ph.D. (Florida State 1972); M.S. (North Carolina 1982) [1982]

JERI EILEEN FITZPATRICK, Assistant Clinical Professor of Psychiatry B.S. (Tennessee 1981); M.D. (East Tennessee State 1986) [2007]

JENNIFER M. FITZSIMMONS, Assistant in Medicine B.E., M.N. (Vanderbilt 2007, 2010) [2013]

ENGLISH C. FLACK Assistant Professor of Clinical Pediatrics B.S. (Wofford 2000); M.S., M.D. (Medical University of South Carolina 2002, 2007) [2014]

SHERYL BRYNNE FLEISCH, Assistant Professor of Psychiatry B.S., M.D. (Vanderbilt 2004, 2008) [2013]

ARTHUR C. FLEISCHER, Cornelius Vanderbilt Chair; Professor of Radiology and Radiological Sciences; Professor of Obstetrics and Gynecology B.S. (Emory 1973); M.D. (Medical College of Georgia 1976) [1980]

MARA FLEISCHER, Assistant Professor of Clinical Psychiatry B.A. (Bates 2004); Psy.D. (PGSP-Stanford Psy.D. Consortium 2012) [2014]

AMY E. FLEMING, Associate Professor of Pediatrics B.A., M.D. (Virginia 1993, 1997) [2007]

GEOFFREY M. FLEMING, Associate Professor of Pediatrics; Assistant Professor of Anesthesiology B.S. (Florida 1993); M.D. (Virginia 1997) [2007]

PHILIP E. FLEMING, Assistant Clinical Professor of Plastic Surgery B.A. (Vanderbilt 1974); M.D. (Alabama, Birmingham 1979) [1987]

KEVIN DALE FLEMMONS, Assistant Professor of Medicine B.S. (Texas Tech University 1997); M.D. (Texas, Galveston 2001) [2012]

LISA NICOLE FLEMMONS, Assistant in Medicine B.S.N. (Tennessee Technological 2004); M.S.N. (Vanderbilt 2008) [2009]

MEGHAN S. FLEMMONS, Assistant Professor of Pediatrics; Assistant Professor of Clinical Ophthalmology and Visual Sciences B.A. (Texas Tech University 1977); M.D. (Texas, Galveston 2003) [2013]

ERICA M. FLETCHER ROBINSON, Instructor in Clinical Obstetrics and Gynecology B.S., B.S. (Georgia 2005, 2005); M.D. (Emory 2009) [2013]

MARK D. FLORA, Assistant Clinical Professor of Urologic Surgery B.S. (Purdue 1981); M.D. (Indiana, Indianapolis 1985) [1991]

CHARLES ROBERT FLYNN, Assistant Professor of Surgery B.S. (Montana State 1995); Ph.D. (Arizona State 2001) [2008]

AGNES B. FOGO, John L. Shapiro Chair in Pathology; Professor of Pathology, Microbiology, and Immunology; Professor of Medicine; Professor of Pediatrics B.A. (Tennessee, Chattanooga 1976); M.D. (Vanderbilt 1981) [1987]

ANNA L. FONG, Assistant in Anesthesiology B.S. (California, San Diego 1994); M.S.N. (Vanderbilt 1998) [2010]

PETE P. FONG, Assistant Professor of Medicine B.S., M.D. (Vanderbilt 1994, 1998) [2007]

CHRISTOPHER J. FONNESBECK, Assistant Professor of Biostatistics B.S., M.S. (British Columbia [Canada] 1996, 1998); M.S., Ph.D. (Georgia 2002, 2003) [2010]

RICARDO B. FONSECA, Assistant Professor of Radiology and Radiological Sciences M.D. (Sao Paulo [Brazil] 1993) [2003]

RACHEL C. FORBES, Assistant Professor of Surgery B.S., M.D. (Vanderbilt 2001, 2005); M.B.A. (Ohio State 2013) [2013]

JILL A. FORBESS, Clinical Professor of Pediatrics B.S. (Oglethorpe 1984); M.D. (Medical College of Georgia 1991) [1994]

THOMAS L. FORCE, Professor of Clinical Medicine A.B. (Harvard 1973); M.D. (Harvard Medical 1978) [2014]

LAURIE B. FORD, Assistant in Surgery M.S.N. (Vanderbilt 2008) [2010]

NICOLAS P. FORGET, Assistant Professor of Emergency Medicine B.Sc. (McGill [Canada] 1997); M.D. (Maryland, Baltimore 2004) [2010]

MARY C. FORRESTER, Assistant in Surgery B.S. (Lipscomb 1996); M.S.N. (Vanderbilt 2003) [2011]

KYLE FORTMAN, Assistant in Medicine B.S. (Benedictine [Illinois] 1995); M.P.A. (Nebraska 2006) [2011]

HENRY W. FOSTER, Clinical Professor of Obstetrics and Gynecology B.S. (Morehouse 1954); M.D. (Arkansas, Little Rock 1958) [1977]

JOHN RANDOLPH FOSTER, Instructor in Clinical Anesthesiology B.A. (Clemson 1997); M.D. (Medical University of South Carolina 2005) [2014]


JAY H. FOWKE, Associate Professor of Medicine; Associate Professor of Urologic Surgery B.A. (Clark 1987); M.S. (Michigan 1990); M.P.H. (SUNY, Albany 1994); Ph.D. (Massachusetts, Boston 2000) [2001]

DANIEL T. FOWLER, Associate Professor of Clinical Radiology and Radiological Sciences B.S. (Tennessee 1967); M.D. (Tennessee, Memphis 1970) [2009]

LESLIE C. FOWLER, Assistant in Anesthesiology B.A. (Clemson 1997); M.Ed. (Southern Wesleyan 2006) [2014]

MICHAEL J. FOWLER, Assistant Professor of Medicine B.A., M.D. (East Tennessee State 1994, 1998) [2003]

SHARRON H. FRANCIS, Adjunct Professor of Molecular Physiology and Biophysics B.S. (Western Kentucky 1965); Ph.D. (Vanderbilt 1970) [1975]

HAYDAR ADIB FRANGOUL, Carolyn Perot Rathjen Chair B.S., M.S., M.D. (American University of Beirut [Lebanon] 1984, 1986, 1990) [1999]

BEVERLY A. FRANK, Associate Clinical Professor of Pediatrics B.S.N., M.D. (Pittsburgh 1980, 1992) [1997]

ANDREW DAVID FRANKLIN, Assistant Professor of Anesthesiology B.S. (University of Georgia Center for Continuing Education 2001); M.D. (Medical College of Georgia 2005) [2010]

JEFFREY FRANKLIN, Research Assistant Professor of Cell and Developmental Biology B.A. (Haverford 1984); Ph.D. (Vanderbilt 1992) [1992]

JERRY M. FRANKLIN, Assistant Professor of Clinical Medicine B.S. (Tennessee, Martin 1973); M.D. (Tennessee, Memphis 1977) [2012]

LLOYD D. FRANKLIN, Clinical Professor of Pediatrics B.S. (Birmingham-Southern 1976); M.D. (Alabama, Birmingham 1980) [2007]

JOHN J. FRANKS, Professor of Anesthesiology, Emeritus B.A., M.D. (Colorado 1951, 1954) [1986]

JOSEPH L. FREDI, Assistant Professor of Medicine A.B. (Rutgers, Newark 1976); M.D. (Tennessee, Memphis 1983) [2007]

BRET D. FREEDMAN, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.A. (Michigan 2003); D.M.D. (Medical College of Georgia 2008) [2011]

BRADLEY W. FREEMAN, Assistant Professor of Clinical Psychiatry B.S. (Florida 1996); M.D. (South Florida 2003) [2009]

LEE ANN FREEMAN, Clinical Professor of Pediatrics B.A. (Tennessee 1977); M.D. (Tennessee, Memphis 1982) [1986]

MICHAEL L. FREEMAN, Professor of Radiation Oncology; Professor of Radiology and Radiological Sciences; Professor of Cancer Biology B.S., Ph.D. (Colorado State 1974, 1978) [1983]

PHYLLIS FREEMAN, Visiting Associate Professor of Pharmacology B.S. (Fisk 1986); Ph.D. (Meharry Medical 1993) [2013]

FRANK R. FREEMON, Professor of Neurology, Emeritus B.S., M.D. (Florida 1962, 1965) [1972]

MATTHEW S. FREIBERG, Associate Professor of Clinical Medicine B.S. (University of Washington 1991); M.D. (Oregon Health and Science 1995); M.Sc. (Boston University 2004) [2014]

APARNA FRENCHMAN Assistant Professor of Clinical Medicine B.S. (Michigan 1998); M.D. (Memphis 2004) [2012]

DANIEL L. FRIEDMAN, Assistant Clinical Professor of Psychiatry B.A., Ph.D., M.D. (Case Western Reserve 1958, 1965, 1965) [1993]

DAVID B. FRIEDMAN, Adjunct Research Associate Professor of Biochemistry B.S. (California, Irvine 1987); Ph.D. (University of Washington 1993) [2001]

DEBRA L. FRIEDMAN, E. Bronson Ingram Chair in Pediatric Oncology; Associate Professor of Pediatrics; Director of Pediatric Hematology/Oncology B.A. (CUNY, Queens College 1975); M.S. (Pace 1981); M.D. (Robert Wood Johnson Medical, New Brunswick 1991); M.S. (Pennsylvania 1997) [2008]

G. CHRISTIAN FRIESINGER III, Assistant Professor of Clinical Medicine B.S. (Davidson 1979); M.D. (Tennessee, Memphis 1984) [2006]

K. FRANCES FRIGON, Clinical Instructor in Pediatrics M.D. (Tennessee, Memphis 1977); J.D. (Georgetown 1992) [2012]

MARK E. FRISSE, Accenture Chair in the Vanderbilt Center for Better Health; Professor of Biomedical Informatics B.S. (Notre Dame 1974); M.D. (Washington University 1978); M.S. (Stanford 1987); M.B.A. (Washington University 1997) [2004]

MICHAEL T. FROEHLER, Assistant Professor of Neurology; Assistant Professor of Neurological Surgery; Assistant Professor of Radiology and Radiological Sciences B.S. (Cornell 1996); M.S., Ph.D., M.D. (Rochester 2002, 2004, 2004) [2013]

WALTER R. FRONTERA, Professor of Physical Medicine and Rehabilitation; Chair of the Department of Physical Medicine and Rehabilitation B.S., M.D. (Puerto Rico, San Juan 1975, 1979); Ph.D. (Boston University 1986) [2012]

D. CATHERINE FUCHS, Professor of Psychiatry; Professor of Pediatrics B.A., M.D. (Vanderbilt 1978, 1982) [1987]

HOWARD A. FUCHS, Associate Professor of Medicine B.S. (Colorado School of Mines 1977); M.D. (Vanderbilt 1981) [1986]

MELISSA E. FULLER, Assistant Clinical Professor of Pediatrics B.S. (Texas A & M 2002); M.D. (Texas, Houston 2006) [2009]

WILLIAM R. FURMAN, Vice Chair for Clinical Affairs Department of Anesthesiology; Executive Medical Director of Perioperative Services VUMC B.S. (Michigan State 1972); M.D. (Cornell 1976) [2009]

JENNIFER GADDY, Research Instructor in Medicine B.S. (Indiana University East 2003); Ph.D. (Miami [Ohio] 2010) [2013]

F. ANDREW GAFFNEY, Professor of Medicine B.A. (California, Berkeley 1968); M.D. (New Mexico 1972) [1992]

DAVID GAILANI, Professor of Pathology, Microbiology, and Immunology; Professor of Medicine B.A. (Cornell 1980); M.D. (Illinois, College of Medicine, Chicago 1984) [1995]

JAMES V. GAINER III, Assistant Professor of Medicine B.S. (Virginia 1986); M.D. (West Virginia 1990) [1996]

LAWRENCE S. GAINES, Associate Professor of Psychiatry; Associate Professor of Medicine B.A. (City College of New York 1965); M.A., Ph.D. (Maryland 1969, 1972) [1987]

SHANNA D. GAITHER, Assistant in Medicine B.S. (Middle Tennessee State 1996); M.S. (Mississippi State 1999); M.S.N. (Vanderbilt 2004) [2009]

CRISTI L. GALINDO, Research Assistant Professor of Medicine B.S. (Texas, Arlington 2000); Ph.D. (Texas, Galveston 2005); M.B.A. (Texas, Brownsville 2009) [2014]

MARTIN J. GALLAGHER, Associate Professor of Neurology B.S. (Notre Dame 1989); Ph.D., M.D. (Washington University 1997, 1997) [2002]

AURELIO GALLI, Professor of Molecular Physiology and Biophysics; Professor of Psychiatry Ph.D. (State University of Milan [Italy] 1998) [2002]

ROBERT L. GALLOWAY, JR., Professor of Biomedical Engineering; Professor of Neurological Surgery; Professor of Surgery B.S.E. (Duke 1977); M.E. (Virginia 1979); Ph.D. (Duke 1983) [1988]

ALFREDO GAMBOA, Research Assistant Professor of Medicine B.S., M.D. (Universidad Peruana 'Cayetano Heredia' [Peru] 1998, 1999); M.Sc. (Vanderbilt 2008) [2005]

AMY DINESH GANDHI, Clinical Instructor in Pediatrics B.S. (Emory 2001); M.D. (Alabama, Birmingham 2005) [2009]

MAALOBEEKA GANGOPADHYAY, Assistant Professor of Clinical Psychiatry B.A., M.D. (West Virginia 2001, 2005) [2012]

MAUREEN ANNE GANNON, Associate Professor of Medicine; Associate Professor of Molecular Physiology and Biophysics; Associate Professor of Cell and Developmental Biology B.S. (Molloy 1985); M.S. (Adelphi 1988); Ph.D. (Cornell 1995) [2001]

RYAN GANT, Assistant in Medicine B.S.N., M.S.N. (Alabama, Huntsville 2009, 2013) [2014]

JUDY GARBER, Professor of Psychology and Human Development; Professor of Psychiatry; Professor of Psychology B.A. (SUNY, Buffalo 1973); Ph.D. (Minnesota 1987) [1985]


MARIA GARBER, Clinical Instructor in Ophthalmology and Visual Sciences M.D. (Rizskiy Medicinskiy Institut [Latvia] 1967) [1998]

WILMARIE GARCIA, Clinical Instructor in Pediatrics B.S. (Northeastern Illinois 2000); M.D. (Illinois, College of Medicine, Chicago 2008) [2012]

JACQUELYN GARNER, Assistant in Anesthesiology B.S.N. (Southern Adventist 2002); M.S.N. (Emory 2008) [2014]

C. LOUIS GARRARD, Assistant Professor of Surgery B.S., M.D. (Vanderbilt 1986, 1990) [2010]

JOAN GARRETT, Research Instructor in Medicine B.A., Ph.D. (Ohio State 2002, 2007) [2013]

LATAMARA Q. GARRETT, Assistant in Pediatrics B.S. (Texas, Houston 2003); M.S. (Arizona State 2013) [2014]

ETOI A. GARRISON, Assistant Professor of Obstetrics and Gynecology B.A. (Chicago 1991); Ph.D., M.D. (Tulane 1997, 1997) [2006]

NANIBAA' A. GARRISON, Assistant Professor of Pediatrics B.S. (Arizona 2003); Ph.D. (Stanford 2010) [2013]

WILLIAM G. GATES, Assistant Clinical Professor of Ophthalmology and Visual Sciences B.S. (Louisiana, Monroe 1985); M.D. (Louisiana State, New Orleans 1989) [1993]

SILVANA GAUDIERI, Visiting Associate Professor of Medicine B.S., Ph.D. (Western Australia 1990, 1996) [2013]

JACQUELINE N. GAUTHIER, Assistant in Pediatrics B.S. (Michigan 2006); M.S. (Wayne State 2008) [2012]

JAMES C. GAY, Associate Professor of Pediatrics B.S. (Davidson 1974); M.D. (Emory 1978) [1985]

VOLNEY P. GAY, Professor of Religious Studies; Professor of Psychiatry B.A. (Reed 1970); M.A., Ph.D. (Chicago 1973, 1976) [1979]

TEBEB GEBRETSADIK, Senior Associate in Biostatistics B.S. (San Francisco State 1988); M.P.H. (California, Berkeley 1993) [2003]

SUNIL K. GEEVARGHESE, Assistant Professor of Surgery; Director, Vanderbilt Transplant Center Clinical Trials Office B.A. (Tennessee 1986); M.D., M.S.C.I. (Vanderbilt 1994, 2006) [2005]

TIMOTHY M. GEIGER, Assistant Professor of Surgery B.S., M.D. (Missouri 1999, 2004) [2010]

ALEXANDER H. GELBARD, Instructor in Otolaryngology B.S. (Stanford 2000); M.D. (Tulane 2006) [2013]

LAN LIN GELLERT, Assistant Professor of Pathology, Microbiology, and Immunology M.D. (Peking Union Medical [China] 1999); Ph.D. (Johns Hopkins 2005) [2012]

LING GENG, Research Associate Professor of Pathology, Microbiology, and Immunology M.D. (Suzhou Medical [China] 1983) [1998]

NAN GENTRY, Instructor in Clinical Obstetrics and Gynecology B.S. (Kentucky, Lexington 2003); M.S.N. (Vanderbilt 2006) [2012]

ALFRED L. GEORGE, JR., Grant W. Liddle Chair; Professor of Medicine; Professor of Pharmacology; Director, Division of Genetic Medicine B.A. (Wooster 1978); M.D. (Rochester 1982) [1992]

SABINA B. GESELL, Adjunct Assistant Professor of Pediatrics B.A. (Vassar 1993); M.A., Ph.D. (Notre Dame 1997, 1999) [2008]

LESLIE STUART GEWIN, Assistant Professor of Medicine; Assistant Professor of Cell and Developmental Biology B.A. (Princeton 1997); M.D. (Alabama, Birmingham 2002) [2009]

JAYME C. GIBSON, Assistant in Anesthesiology B.S. (Murray State 2002); M.S.N. (Vanderbilt 2007) [2010]

KATHERINE A. GIFFORD, Research Assistant Professor of Neurology B.A. (Skidmore 2002); M.S., Psy.D. (Florida Institute of Technology 2007, 2010) [2013]

RENE H. GIFFORD, Associate Professor of Hearing and Speech Sciences; Associate Professor of Otolaryngology; Director of Pediatric Audiology and Director of Cochlear Implant Program B.S. (Arizona State 1995); M.S. (Vanderbilt 1997); Ph.D. (Arizona State 2003) [2011]

JOSEPH GIGANTE, Associate Professor of Pediatrics B.A. (CUNY, Brooklyn College 1984); M.D. (SUNY, Stony Brook 1988) [2001]

FELISA L. GILBERT, Assistant Clinical Professor of Pediatrics B.S. (Vanderbilt 1993); M.D. (Tennessee, Memphis 1997) [2007]

JILL GILBERT, Associate Professor of Medicine M.D. (Alabama, Birmingham 1990); B.S. (North Carolina 1994) [2006]

MARIA C. GILLAM-KRAKAUER, Assistant Professor of Pediatrics B.S. (William and Mary 1998); DEA (Bordeaux I [France] 2000); M.D. (Eastern Virginia 2004) [2011]

LYNETTE A. GILLIS, Assistant Professor of Pediatrics B.A. (Bucknell 1992); M.D. (Pennsylvania State 1996) [2004]

MARY KATHERINE GINGRASS, Assistant Clinical Professor of Plastic Surgery B.S. (Boston College 1985); M.D. (Medical College of Wisconsin 1989) [2000]

TIMOTHY D. GIRARD, Assistant Professor of Medicine B.A. (Baylor 1996); M.D. (Texas, Southwestern Medical 2000); M.S.C.I. (Vanderbilt 2007) [2007]

DARIO A. GIUSE, Associate Professor of Biomedical Informatics Ph.D., M.S. (Carnegie Mellon 1979, 1993) [1994]

NUNZIA B. GIUSE, Assistant Vice-Chancellor for Knowledge Management; Professor of Biomedical Informatics; Professor of Medicine; Director Eskind Biomedical Library M.D. (Brescia [Italy] 1985); M.L.S. (Pittsburgh 1992) [1994]

FRANCES P. GLASCOE, Adjunct Professor of Pediatrics B.S. (Georgia State 1976); M.S., Ed.S. (Peabody 1978, 1979); Ph.D. (Vanderbilt 1986) [1983]

MICHAEL E. GLASSCOCK III, Adjunct Professor of Otolaryngology B.S. (Tennessee Technological 1955); M.D. (Tennessee, Memphis 1958) [1978]

SUZANNE A. GLOVER, Clinical Instructor in Pediatrics B.A. (Rhodes College 2002); M.D. (Tennessee, Memphis 2007) [2012]

A. JOEL GLUCK, Assistant Professor of Clinical Oral and Maxillofacial Surgery B.A. (Washington University 1977); D.D.S. (Tennessee, Memphis 1981); M.S. (Michigan 1983) [2009]

JOSEFINA DEE GO, Assistant Professor of Clinical Pediatrics B.S., M.D. (Santo Tomas [Phillipines] 1988, 1988) [2009]

WALTER G. GOBBEL, Professor of Surgery, Emeritus B.S., M.D. (Duke 1944, 1944) [1959]

TRACEY L. GODDARD, Assistant in Radiology and Radiological Sciences B.S.N. (Austin Peay State 1991); M.S.N. (Alabama, Huntsville 2008) [2009]

JAMES C. GODFREY III, Assistant Clinical Professor of Pediatrics B.S. (Tennessee, Martin 1997); M.D. (Tennessee, Memphis 2001) [2004]

JUSTIN ANDREW GODOWN, Instructor in Pediatrics B.S.Ch.E. (Clarkson 2003); M.D. (Rochester 2008) [2014]

LISA A. GOEHRING, Instructor in Clinical Obstetrics and Gynecology B.S. (Texas Woman's 1990); M.S.N. (Vanderbilt 2007) [2009]

STEVEN R. GOERTZ, Assistant Professor of Radiation Oncology B.S. (Davidson 1980); M.D. (Medical College of Virginia 1985) [2001]

LAURA ANN WILLIAMS GOFF, Assistant Professor of Medicine B.S. (Duke 1997); M.D. (Texas, San Antonio 2001) [2007]

MARGARET M. GOIDEL, Assistant in Anesthesiology B.S.N. (Medical College of Georgia 1995); M.S.N. (Vanderbilt 2011) [2011]

MEREDITH GOLDEN, Assistant in Anesthesiology B.A. (Wesleyan [Georgia] 2004) [2012]

JAMES R. GOLDENRING, Paul W. Sanger Chair in Experimental Surgery; Professor of Surgery; Professor of Cell and Developmental Biology A.B. (Harvard 1980); Ph.D., M.D. (Yale 1984, 1986) [2002]

MARK S. GOLDFARB, Assistant Clinical Professor of Medicine B.S. (Michigan State 1975); M.D. (George Washington 1979) [1989]

FRED GOLDNER, JR., Clinical Professor of Medicine, Emeritus B.A., M.D. (Vanderbilt 1945, 1948) [1954]

THOMAS A. GOLPER, Professor of Medicine B.A. (Northwestern 1969); M.D. (Indiana, Bloomington 1973) [1999]

MARIA GOLSON, Instructor in Medicine B.S. (Duke 2000); Ph.D. (Pennsylvania 2008) [2014]

ADRIANA L. GONZALEZ, Assistant Clinical Professor of Pathology, Microbiology, and Immunology B.S., M.D. (Louisiana State 1990, 1994) [2000]


RAUL GONZALEZ, Instructor in Pathology, Microbiology, and Immunology B.A. (Emory 2004); M.D. (Medical College of Georgia 2008) [2014]

STACEY A. GOODMAN, Professor of Medicine; Director Special Fellowship Program for Marrow Transplant M.D. (New York 1987) [1993]

DAVID LEE GORDEN, Professor of Surgery; Professor of Cancer Biology A.B. (Brown 1985); M.D. (Vanderbilt 1990) [2001]

JOAN DEWITT GORDEN, Assistant Professor of Clinical Medicine B.A., M.D. (Minnesota 1990, 1998) [2010]

JEFFREY S. GORDON, Clinical Instructor in Pediatrics B.A., M.S. (Vanderbilt 1967, 1970); M.D. (Tulane 1972) [2012]

SHARON M. GORDON, Assistant Clinical Professor of Psychiatry B.A. (Albion 1974); M.A. (Western Michigan 1985); Ph.D. (Antioch New England Graduate School 1993) [1995]

JAMES E. GORE, Instructor in Clinical Medicine B.S., M.D. (Kentucky, Lexington 1995, 1999) [2007]

JOHN C. GORE, University Professor of Radiology and Radiological Sciences; Hertha Ramsey Cress Chair in Medicine; Professor of Physics and Astronomy; Professor of Biomedical Engineering; Professor of Molecular Physiology and Biophysics; Director, Institute for Imaging Science B.Sc. (Manchester [U.K.] 1972); Ph.D. (London [U.K.] 1976); B.A. (Ealing College [U.K.] 1983) [2002]

KATHERINE GOTHAM, Assistant Professor of Psychiatry B.A., Ph.D. (Michigan 2000, 2010) [2013]

GERALD S. GOTTERER, Professor of Medical Education and Administration, Emeritus A.B. (Harvard 1955); M.D. (Chicago 1958); Ph.D. (Johns Hopkins 1964) [1986]

STEVEN L. GOUDY, Associate Professor of Otolaryngology B.S. (Centre 1992); M.D. (Louisville 1994) [2005]

KATHLEEN L. GOULD, Louise B. McGavock Chair; Professor of Cell and Developmental Biology A.B. (California, Berkeley 1981); Ph.D. (California, San Diego 1987) [1991]

PARUL MANI GOYAL, Assistant Professor of Medicine M.B.B.S. (Government Medical, Chandigarh [India] 2000) [2009]

CAITLIN M. GRABARITS, Associate in Obstetrics and Gynecology B.A. (Illinois Wesleyan 2012) [2014]

ALAN L. GRABER, Clinical Professor of Medicine A.B. (Princeton 1957); M.D. (Washington University 1961) [1968]

THOMAS P. GRAHAM, JR., Professor of Pediatrics, Emeritus B.A., M.D. (Duke 1959, 1963) [1971]

TODD R. GRAHAM, Professor of Biological Sciences; Professor of Cell and Developmental Biology B.S. (Maryville 1984); Ph.D. (Saint Louis 1988) [1992]

ANTONIO M. GRANDA, Assistant Clinical Professor of Medicine B.A. (Delaware 1968); M.D. (Thomas Jefferson 1974) [2000]

DARYL K. GRANNER, Professor of Molecular Physiology and Biophysics, Emeritus B.A., M.S., M.D. (Iowa 1958, 1962, 1962) [1984]

D. WESLEY GRANTHAM, Professor of Hearing and Speech Sciences, Emeritus B.A. (Oberlin 1967); Ph.D. (Indiana, Bloomington 1975) [1980]

ANA M. GRAU, Associate Professor of Surgery M.D. (Pontificia Universidad Cat lica de Chile 1990) [2007]

AMY J. GRAVES, Assistant in Urologic Surgery B.A. (University of the South 2002); M.P.H. (Tulane 2004); M.A. (Harvard 2013) [2013]

CORNELIA R. GRAVES, Clinical Professor of Obstetrics and Gynecology B.A. (Baylor 1983); M.D. (Arkansas, Little Rock 1987) [2008]

JOHN A. GRAVES, Assistant Professor of Health Policy; Assistant Professor of Medicine B.A. (University of the South 2003) [2011]

CYNTHIA A. GREEN, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Austin Peay State 1998); D.D.S. (Meharry School of Dentistry 2003) [2007]

JAMES D. GREEN, Assistant Professor of Radiology and Radiological Sciences B.A. (Michigan 1970); M.D. (Illinois, Chicago 1977) [2006]

JENNIFER KISER GREEN, Assistant Professor of Medicine; Assistant Professor of Pediatrics B.S. (Elon 1999); M.D. (North Carolina 2003) [2007]

NEIL E. GREEN, Professor of Orthopaedic Surgery and Rehabilitation; Associate Professor of Pediatrics B.A. (Franklin and Marshall 1962); M.D. (Albany Medical 1968) [1976]

ROSLYN J. GREEN, Assistant in Surgery B.A., M.S.N. (Vanderbilt 2011, 2013) [2013]

SHARON FETTERMAN GREEN, Assistant Professor of Clinical Medicine B.A. (Stanford 1990); M.D. (South Alabama 2001) [2013]

BRAD A. GREENBAUM, Associate Clinical Professor of Pediatrics B.A. (Texas, Galveston 1991); M.D. (Tennessee, Memphis 1995) [1998]

RALPH M. GREENBAUM, Clinical Professor of Pediatrics M.D. (Tennessee, Memphis 1962) [1970]

JOHN W. GREENE, Professor Emeritus of Pediatrics; Adjunct Professor of Nursing A.B. (West Georgia 1966); M.D. (Medical College of Georgia 1970) [1977]

JOHN P. GREER, Professor of Medicine; Professor of Pediatrics B.A., M.D. (Vanderbilt 1972, 1976) [1984]

ROBERT ALAN GREEVY, JR., Associate Professor of Biostatistics B.A. (Hampshire 1997); M.A., Ph.D. (Pennsylvania 2002, 2004) [2004]

WILLIAM M. GREGG, Assistant Professor of Biomedical Informatics; Assistant Professor of Medicine B.E.E. (Georgia Institute of Technology 1991); M.D. (Miami 1997); M.S., M.P.H. (Vanderbilt 2004, 2005) [2002]

ANDREW J. M. GREGORY, Associate Professor of Orthopaedic Surgery and Rehabilitation; Associate Professor of Neurological Surgery; Associate Professor of Pediatrics B.S. (Indiana, Bloomington 1993); M.D. (Alabama, Birmingham 1997) [2001]

DAVID W. GREGORY, Associate Professor of Medicine, Emeritus B.A., M.D. (Vanderbilt 1963, 1967) [1973]

CAROL A. GRIFFIN, Instructor in Clinical Obstetrics and Gynecology B.A. (Bard [New York] 1996); A.S.N. (Columbia State Community 1998); M.S.N. (Vanderbilt 2001) [2012]

JOHN J. GRIFFIN, Assistant Clinical Professor of Psychiatry B.A. (Saint Louis University 1965); M.D. (Notre Dame 1969) [1976]

MARIE R. GRIFFIN, Professor of Health Policy; Professor of Medicine A.B. (Immaculata 1972); M.D. (Georgetown 1976); M.P.H. (Johns Hopkins 1982) [1986]

DEREK MACGREGOR GRIFFITH, Associate Professor of Medicine, Health and Society; Associate Professor of Medicine; Associate Professor of Sociology B.A. (Maryland 1993); M.A., Ph.D. (DePaul 1998, 2002) [2012]

CARLOS G. GRIJALVA, Assistant Professor of Health Policy B.S., M.D. (Universidad Nacional San Luis Gonzaga de Ica [Peru] 2001, 2001); M.P.H. (Vanderbilt 2006) [2006]

BARBARA J. GRIMM, Assistant in Medicine; Adjunct Instructor in Nursing B.A. (Transylvania 1974); M.A. (Eastern Kentucky 1978); B.S.N. (Waynesburg 1991); M.S.N. (Belmont 1995) [1999]

BARRY S. GRIMM, Assistant Professor of Clinical Obstetrics and Gynecology D.O. ( 2010) [2014]

WILLIAM A. GRISSOM, Assistant Professor of Biomedical Engineering; Assistant Professor of Radiology and Radiological Sciences; Assistant Professor of Electrical Engineering B.S.E., M.S.E., M.S.E., Ph.D. (Michigan 2004, 2006, 2007, 2008) [2011]

PATRICK J. GROHAR, Assistant Professor of Pediatrics; Assistant Professor of Pharmacology; Assistant Professor of Cancer Biology B.S. (Villanova 1995); Ph.D., M.D. (Wayne State 2001, 2003) [2012]

MARY A. GROVE, Assistant in Medicine B.S. (D'Youville 1983); M.S.N. (SUNY, Stony Brook 1989) [2010]

MARNI L. GROVES, Assistant in Medicine B.S.N., M.S.N. (Tennessee 2001, 2002) [2009]

PETER H. GRUBB, Associate Professor of Clinical Pediatrics B.S. (Texas A & M 1987); M.D. (Uniformed Services 1992) [2005]


CARRIE A. GRUETER, Research Assistant Professor of Anesthesiology B.S. (Montevallo 1999); Ph.D. (Vanderbilt 2006) [2012]

MICHELLE S. GRUNDY, Director, Vanderbilt Summer Science Academy; Assistant Director, Graduate Programs in Biomedical Sciences; Assistant Director, Medical Scientist Training Program B.S., Ph.D. (Vanderbilt 1993, 2000) [2002]

EWA F. GRZESZCZAK, Assistant Professor of Radiology and Radiological Sciences M.D. (Wroclaw Medical [Poland] 1984) [2000]

GUOQIANG GU, Associate Professor of Cell and Developmental Biology B.S. (Jilin [China] 1988); M.S. (Chinese Academy of Sciences 1991); Ph.D. (Columbia 1998) [2002]

F. PETER GUENGERICH, Tadashi Inagami, Ph.D. Chair in Biochemistry; Professor of Biochemistry B.S. (Illinois, Chicago 1970); Ph.D. (Vanderbilt 1973) [1975]

OSCAR D. GUILLAMONDEGUI, Associate Professor of Surgery; Associate Professor of Neurological Surgery; Associate Professor of Hearing and Speech Sciences B.A. (Dallas 1989); M.D. (Texas, Galveston 1993); M.P.H. (Vanderbilt 2010) [2003]

RICHARD JOSEPH GUMINA, Assistant Professor of Medicine; Assistant Professor of Pharmacology B.S. (California, Davis 1988); Ph.D., M.D. (Medical College of Wisconsin 1996, 1997) [2013]

SUBHADRA C. GUNAWARDANA, Research Assistant Professor of Molecular Physiology and Biophysics D.V.M. (Peradeniya [Sri Lanka] 1990); M.S. (Iowa State 1995); Ph.D. (Cornell 2001) [2007]

MARGARET A. GUNNING, Assistant Clinical Professor of Pediatrics M.B.B.S. (West Indies [Jamaica] 1991) [2010]

OLIVER L. GUNTER, Assistant Professor of Surgery B.S. (Georgia 1996); M.D. (Medical College of Georgia 2000) [2009]

XINGYI GUO, Research Assistant Professor of Medicine B.S. (Anhui Agriculture [China] 2003); Ph.D. (Zhejiang [China] 2008) [2013]

YAN GUO, Assistant Professor of Cancer Biology B.S., M.E. (Minnesota 2003, 2006); Ph.D. (South Carolina 2009) [2011]

DEEPAK K. GUPTA, Instructor in Medicine B.S. (Emory 2001); M.D. (Ohio State 2005) [2013]

RAJNISH KUMAR GUPTA, Assistant Professor of Anesthesiology B.A., M.D. (Vanderbilt 1998, 2002) [2006]

EUGENIA V. GUREVICH, Associate Professor of Pharmacology M.S., B.S., Ph.D. (Moscow State [Russia] 1980, 1980, 1985) [2001]

VSEVOLOD V. GUREVICH, Professor of Pharmacology M.S., B.S. (Moscow State [Russia] 1980, 1980); Ph.D. (Shemyakin Institute [Russia] 1990) [2001]

LARRY D. GURLEY, Clinical Instructor in Obstetrics and Gynecology B.A. (Vanderbilt 1970); M.D. (Tennessee, Memphis 1977) [1983]

SCOTT OSBORN GUTHRIE, Assistant Professor of Clinical Pediatrics B.A. (Lipscomb 1995); M.D. (East Tennessee State 1999) [2005]

MICHELLE LYN GUTMANN, Assistant Professor of Clinical Hearing and Speech Sciences B.Sc. (Toronto [Canada] 1985); M.S. (Emerson 1988); Ph.D. (Arizona 2009) [2009]

ADAM GUTTENTAG, Assistant Professor of Clinical Radiology and Radiological Sciences [2014]

SUSAN H GUTTENTAG, Julia Carell Stadler Chair in Pediatrics; Professor of Clinical Pediatrics B.A. (Pennsylvania 1981); M.D. (Medical College of Pennsylvania 1985) [2014]

RODNEY KIPLIN GUY, Adjunct Professor of Biochemistry B.A. (Reed 1990); Ph.D. (Scripps Research Institute 1996) [2006]

RAUL J. GUZMAN, Adjunct Associate Professor of Surgery Sc.B. (Brown 1982); M.D. (Johns Hopkins 1986) [1997]

HARRY E. GWIRTSMAN, Associate Professor of Psychiatry B.A. (Yale 1972); M.D. (Columbia 1976) [1995]

DAVID W. HAAS, Professor of Medicine; Professor of Pathology, Microbiology, and Immunology; Professor of Pharmacology A.B. (Indiana, Bloomington 1979); M.D. (Vanderbilt 1983) [1990]

KEVIN F. HAAS, Assistant Professor of Neurology B.S. (Duke 1991); Ph.D., M.D. (Michigan 1998, 1999) [2004]

VOLKER H. HAASE, Krick-Brooks Chair in Nephrology; Associate Professor of Medicine; Associate Professor of Molecular Physiology and Biophysics; Associate Professor of Cancer Biology M.D. (Johann Wolfgang Goethe [Germany] 1990) [2008]

RALF C. HABERMANN, Assistant Professor of Medicine M.D. (Freie Universitat Berlin [Germany] 1989) [1996]

SARA HABIBIAN, Clinical Instructor in Obstetrics and Gynecology B.S. (Virginia 1995); M.D. (Vanderbilt 2002) [2007]

ANN HACKETT, Assistant in Medicine B.A., B.S. (Vanderbilt 2007, 2008) [2013]

TROY A. HACKETT, Associate Professor of Hearing and Speech Sciences B.A., M.A. (Indiana, Bloomington 1987, 1989); Ph.D. (Vanderbilt 1996) [2000]

ELIAS V. HADDAD, Assistant Professor of Medicine B.S. (Tennessee 1998); M.D. (Tennessee, Memphis 2002) [2011]

MARIA HADJIFRANGISKOU, Assistant Professor of Pathology, Microbiology, and Immunology B.S. (Clarion 2000); Ph.D. (Texas, Houston 2007) [2012]

MERSIHA HADZIAHMETOVIC, Assistant Professor of Radiation Oncology B.S., M.D. (Ohio State 2002, 2007) [2012]

KEVIN F. HAGAN, Associate Professor of Plastic Surgery B.A., M.D. (Johns Hopkins 1971, 1974) [1982]

NICHOLAS A. HAGLUND, Instructor in Medicine B.A., B.S. (Minnesota, Duluth 2000, 2000); M.D. (St. Georges U. 2005) [2014]

MAUREEN K. HAHN, Research Assistant Professor of Pharmacology B.A. (Pennsylvania 1987); M.S. (Pittsburgh 1993); Ph.D. (Wayne State 1999) [2002]

RAYMOND M. HAKIM, Professor of Clinical Medicine M.S. (Rensselaer Polytechnic Institute 1965); Ph.D. (Massachusetts Institute of Technology 1968); M.D. (McGill [Canada] 1976) [1987]

DOUGLAS A. HALE, Associate Professor of Surgery B.S. (Saint Bonaventure 1980); M.D. (Georgetown 1984) [2009]

SUE T. HALE, Associate Professor of Hearing and Speech Sciences B.A., M.C.D. (Mississippi 1972, 1975) [2000]

CONNIE ALLEN HALEY, Assistant Clinical Professor of Medicine B.A. (Virginia 1990); M.D., M.P.H. (Vanderbilt 1995, 2002) [2001]

SPENCER A. HALEY, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Tennessee, Martin 1991); D.D.S. (Tennessee, Memphis 1995) [2003]

APRYL HALL, Assistant Clinical Professor of Pediatrics B.S. (Tennessee Technological 1999); M.D. (East Tennessee State 2005) [2010]

DAVID E. HALL, Professor of Clinical Pediatrics B.A. (Missouri, Saint Louis 1972); M.D. (Chicago 1981) [2013]

JOHN DAVID HALL, Assistant Professor of Clinical Anesthesiology B.S. (Texas 1999); M.D. (McGill [Canada] 2004) [2009]

STEPHEN HALLIDAY, Instructor in Medicine B.S. (Davidson 2007); M.D. (Texas, San Antonio 2011) [2014]

LINDA R. HALPERIN, Assistant Professor of Physical Medicine and Rehabilitation B.S. (Duke 1977); M.D. (Tennessee, Memphis 1981) [2000]

SUSAN A. HALTER, Associate Professor of Pathology, Emerita B.A. (Miami [Ohio] 1967); M.S. (Syracuse 1971); M.D. (Queen's [Canada] 1973) [1977]

AMY-JOAN LORNA HAM, Adjunct Research Associate Professor of Biochemistry B.S., M.S., Ph.D. (Arizona 1988, 1991, 1995) [2003]

DONNA M. HAMACHER, Clinical Instructor in Pediatrics B.A. (Saint Louis 2005); M.D. (Saint Louis University 2009) [2012]

TARA N. HAMADA, Associate Clinical Professor of Pediatrics B.S. (Tennessee, Memphis 1991); M.D. (Tennessee, Memphis 1995) [2005]

KIRSTEN L. HAMAN, Assistant Professor of Clinical Psychiatry B.S. (Florida 1988); M.A., Ph.D. (Vanderbilt 1993, 2000) [2001]


ASHRAF HOSNI HAMDAN, Associate Clinical Professor of Pediatrics M.B.B.Ch., M.Sc. (Alexandria [Egypt] 1984, 1989); M.D. (Liverpool U.K.] 1999) [2004]

KATHERINE STOKES HAMILTON, Assistant Clinical Professor of Pathology, Microbiology, and Immunology B.S., M.D. (Vanderbilt 1991, 1996) [2005]

RALPH F. HAMILTON, Clinical Instructor in Ophthalmology and Visual Sciences B.S. (Florida State 1974); M.D. (Tennessee, Memphis 1976) [1999]

HEIDI E. HAMM, Aileen M. Lange and Annie Mary Lyle Chair in Cardiovascular Research; Professor of Pharmacology; Professor of Orthopaedic Surgery and Rehabilitation; Professor of Ophthalmology and Visual Sciences B.A. (Atlantic Union 1973); Ph.D. (Texas 1980) [2000]

JIN HO HAN, Associate Professor of Emergency Medicine B.A. (New York 1993); M.D. (SUNY, Downstate Medical Center 1999); M.S. (Cincinnati 2007) [2005]

KENNETH R. HANDE, Professor of Medicine; Professor of Pharmacology A.B. (Princeton 1968); M.D. (Johns Hopkins 1972) [1978]

THOMAS E. HANES, Assistant Clinical Professor of Pathology, Microbiology, and Immunology B.A., M.D. (Vanderbilt 1968, 1972) [1979]

STEVEN K. HANKS, Professor of Cell and Developmental Biology, Emeritus B.S. (Utah 1977); Ph.D. (Texas, Houston 1982) [1990]

STEPHEN R. HANN, Professor of Cell and Developmental Biology A.B. (California, Berkeley 1974); Ph.D. (California, Riverside 1981) [1986]

GENE A. HANNAH, Assistant Professor of Orthopaedic Surgery and Rehabilitation B.S. (Auburn 1984); M.D. (Alabama, Birmingham 1988) [2002]

VICKIE L. HANNIG, Associate in Pediatrics B.A. (Pennsylvania 1976); M.S. (Sarah Lawrence 1981) [1987]

DAVID E. HANSEN, Associate Professor of Medicine B.A. (Amherst 1976); M.D. (Cornell 1980) [1987]

KATHERINE L. HANSON, Associate Professor of Clinical Medicine B.S. (Cornell 1986); M.D. (Vanderbilt 1990) [1999]

FRANK JOSEPH HARAF, JR., Associate Clinical Professor of Pediatrics B.S. (Emory 1993); M.D. (East Tennessee State 1997) [2000]

DOUGLAS P. HARDIN, Professor Mathematics; Professor of Biomedical Informatics B.E.E. (Georgia Institute of Technology 1980); M.E.E. (Stanford 1982); Ph.D. (Georgia Institute of Technology 1985) [1986]

JOEL G. HARDMAN, Professor of Pharmacology, Emeritus B.Pharm., M.S. (Georgia 1954, 1959); Ph.D. (Emory 1964) [1964]

NORMAN CHANDLER HARDMAN, JR., Assistant Professor of Clinical Medicine B.S. (Georgia Institute of Technology 1981); M.D. (Medical College of Georgia 1985) [1993]

DONNALITA B. HARMON, Assistant in Medicine B.S. (Tennessee State 1999); M.S.N. (Vanderbilt 2005) [2008]

JOEL M. HARP, Research Assistant Professor of Biochemistry B.A., M.S. (West Texas A & M 1973, 1975); Ph.D. (Tennessee 2000) [2003]

FRANK E. HARRELL, Professor of Biostatistics; Chair of the Department of Biostatistics B.S. (Alabama, Huntsville 1973); Ph.D. (North Carolina 1979) [2003]

ELIZABETH U. HARRELSON, Assistant Professor of Clinical Pediatrics B.S. (Augusta State 1999); M.D. (Medical College of Georgia 2003) [2009]

PAUL A. HARRIS, Associate Professor of Biomedical Informatics; Research Associate Professor of Biomedical Engineering B.S. (Tennessee Technological 1987); M.S., Ph.D. (Vanderbilt 1993, 1996) [1999]

RAYMOND C. HARRIS, JR., Ann and Roscoe R. Robinson Chair in Nephrology; Professor of Medicine; Professor of Molecular Physiology and Biophysics; Director, Division of Nephrology B.S. (Yale 1974); M.D. (Emory 1978) [1986]

THOMAS R. HARRIS, Professor of Medicine, Emeritus; Orrin Henry Ingram Distinguished Professor of Engineering, Emeritus; Professor of Biomedical Engineering, Emeritus; Professor of Chemical Engineering, Emeritus B.S., M.S. (Texas A & M 1958, 1962); Ph.D. (Tulane 1964); M.D. (Vanderbilt 1974) [1964]

VICKI S. HARRIS, Assistant Clinical Professor of Psychology and Human Development; Assistant Clinical Professor of Psychiatry B.S. (SUNY, Cortland 1984); M.S., Ph.D. (Pennsylvania State 1987, 1991) [1993]

DAVID G. HARRISON, Betty and Jack Bailey Chair in Cardiology; Professor of Medicine; Professor of Molecular Physiology and Biophysics; Professor of Pharmacology; Director Division of Clinical Pharmacology B.S. (Oklahoma State 1970); M.D. (Oklahoma 1974) [2011]

FIONA E. HARRISON, Assistant Professor of Medicine B.Sc., Ph.D. (Cardiff [U.K.] 2000, 2004) [2008]

JEREMY B. HARRISON, Assistant Clinical Professor of Pediatrics B.S. (Freed-Hardeman 1990); M.D. (East Tennessee State 1996) [2007]

WALTER HARRISON, Clinical Instructor in Pediatrics B.S. (Dartmouth 1966); M.D. (Hahnemann Medical 1970) [2008]

TINA V. HARTERT, Associate Dean for Physician-Researcher Training; Professor of Medicine; Lulu H. Owen Chair in Medicine; Director, Center for Asthma and Environmental Sciences Research A.B. (Brown 1985); M.D., M.P.H. (Vanderbilt 1990, 1998) [1998]

EVA M. HARTH, Associate Professor of Chemistry; Associate Professor of Chemical and Biomolecular Engineering; Associate Professor of Pharmacology B.A. (Rheinische Friedrich-Wilhelms-Universit t [Germany] 1990); B.S., M.S. (Zurich [Switzerland] 1994, 1994); Ph.D. (Johannes-Gutenberg [Germany] 1998) [2004]

KATHERINE ADAIR HARTLEY, Assistant Professor of Radiology and Radiological Sciences B.A. (William and Mary 1999); M.D. (Tennessee, Memphis 2003) [2010]

KATHERINE E. HARTMANN, Associate Dean for Clinical and Translational Scientist Development; Lucius E. Burch Chair of Reproductive Physiology and Family Planning; Professor of Obstetrics and Gynecology; Professor of Medicine; Deputy Director for the Institute of Medicine and Public Health; Adjunct Professor of Obstetrics and Gynecology at Meharry Medical College B.A., M.A., M.D. (Johns Hopkins 1986, 1986, 1992); Ph.D. (North Carolina 1999) [2006]

LARA F. BRATCHER HARVEY, Instructor in Clinical Obstetrics and Gynecology B.A. (South Carolina 2004); M.P.H., M.D. (Vanderbilt 2010, 2010) [2014]

MICHAEL HARVEY, Research Assistant Professor of Neurological Surgery B.S. (Temple 1992); Ph.D. (CUNY, Hunter College 2000) [2014]

SARA M. HARVEY, Assistant Professor of Radiology and Radiological Sciences B.S. (Tennessee 1999); M.D. (Tennessee, Memphis 2004) [2009]

STEPHEN T. HARVEY, Assistant Professor of Anesthesiology B.S. (Milligan 1997) [2009]

LEAH H. HARWELL, Assistant in Anesthesiology B.S.N. (Alabama, Birmingham 2008); M.S.N. (Alabama, Huntsville 2012) [2014]

WILLIAM B. HARWELL, JR., Assistant Clinical Professor of Medicine B.A. (University of the South 1968); M.D. (Tennessee, Memphis 1971) [1976]

DANA J. HASELTON, Assistant Clinical Professor of Pediatrics B.S.E., M.S.E. (Michigan 1983, 1984); M.S., Ph.D., M.D. (University of Washington 1990, 1995, 1995) [2001]

FREDERICK R. HASELTON, Professor of Biomedical Engineering; Professor of Ophthalmology and Visual Sciences B.A. (Haverford 1969); Ph.D. (Pennsylvania 1981) [1989]


JOHN H. HASH, Professor of Microbiology and Immunology, Emeritus B.S. (Roanoke 1949); M.S., Ph.D. (Virginia Polytechnic Institute 1955, 1957) [1964]

MOHAMMED H. HASSANEIN, Research Assistant Professor of Medicine M.S. (Delaware State 1995); Ph.D. (Ain Shams [Egypt] 1995); Ph.D. (Delaware State 2007) [2012]

ALYSSA H. HASTY, Associate Professor of Molecular Physiology and Biophysics B.S. (Tennessee Technological 1994); Ph.D. (Vanderbilt 1998) [2002]

HELEN E. HATFIELD, Associate in Psychiatry B.S.N. (Michigan State 1976); M.S.N. (Vanderbilt 2002) [2003]

JACOB WALTER HATHAWAY, Assistant Professor of Medicine B.A. (Carleton College 1996); M.D., M.P.H. (Vanderbilt 2005, 2010) [2010]

ANTONIS K. HATZOPOULOS, Associate Professor of Medicine; Associate Professor of Cell and Developmental Biology B.S. (Aristotelion [Greece] 1981); Ph.D. (Northwestern 1986) [2005]

CHARLES HOWARD HAUSMAN, Assistant Professor of Clinical Hearing and Speech Sciences B.S. (Cincinnati 1972); M.S. (Vanderbilt 1974) [2008]

JACEK J. HAWIGER, Distinguished Professor of Medicine; Louise B. McGavock Chair; Professor of Molecular Physiology and Biophysics M.D. (Copernicus School of Medicine [Poland] 1962); Ph.D. (National Institute of Public Health [Poland] 1967); M.A. (hon., Harvard 1987); M.D. (hon., Copernicus School of Medicine [Poland] 1992) [1990]

ANNE B. HAWKINS, Assistant Clinical Professor of Pediatrics B.A. (Virginia 1987); M.D. (Tennessee, Memphis 1992) [1997]

DEBORAH K HAWKINS, Assistant in Medicine B.A. (Texas 1996); B.S.N. (Arizona 2005); M.S.N. (Vanderbilt 2010) [2010]

MELINDA J HAWS, Assistant Clinical Professor of Plastic Surgery B.A. (Indiana State 1991); M.D. (Southern Illinois, Springfield 1991) [2009]

BENJAMIN B. HAYES, Assistant Clinical Professor of Medicine B.A. (Davidson 1994); Ph.D. (Medical College of Virginia 1999); M.D. (Boston University 2003) [2007]

MEGHAN HAYES, Assistant in Medicine B.A. (Swarthmore 1993); M.S.N. (Vanderbilt 2012) [2013]

P. LYNN HAYES, Associate Professor of Hearing and Speech Sciences B.A. (Lenoir-Rhyne 1980); M.S. (Wisconsin, Milwaukee 1985); Ed.D. (Pittsburgh 1991) [2007]

DAVID S. HAYNES, Professor of Otolaryngology; Professor of Neurological Surgery; Associate Professor of Hearing and Speech Sciences B.A. (Tennessee 1983); M.D. (Tennessee, Memphis 1987) [1994]

STEPHEN ROBERT HAYS, Director, Pediatric Pain Services B.S., M.S. (Yale 1987, 1987); M.D. (Johns Hopkins 1991) [1999]

SIMON WILLIAM HAYWARD, Professor of Urologic Surgery; Professor of Cancer Biology B.Sc., M.Sc., Ph.D. (London [U.K.] 1981, 1984, 1991) [2001]

MARY FRAN HAZINSKI, Professor of Nursing; Assistant in Pediatrics B.S.N. (Vanderbilt 1974); M.S.N. (Saint Louis 1975) [1990]

DAVID R. HEAD, Professor of Pathology, Microbiology, and Immunology B.A. (Rice 1964); M.D. (Texas, Dallas 1968) [2000]

JOHN HEAPHY, Instructor in Otolaryngology B.S. (Michigan 2003); M.D. (Case Western Reserve 2009) [2014]

BENJAMIN S. HEAVRIN, Adjunct Assistant Professor of Emergency Medicine B.A. (Princeton 1998); M.B.A., M.D. (Vanderbilt 2004, 2004) [2008]

JILL E. LAWTON HEAVRIN, Clinical Instructor in Emergency Medicine B.S. (Vanderbilt 2002); M.D. (Miami 2006) [2009]

JOSH M. HECK, Instructor in Radiology and Radiological Sciences B.A., M.D. (Vanderbilt 2005, 2009) [2014]

STEPHAN HECKERS, William P. and Henry B. Test Chair in Schizophrenia Research; Professor of Psychiatry; Professor of Psychology; Professor of Radiology and Radiological Sciences; Chair of the Department of Psychiatry M.D. (Cologne [Germany] 1988); M.Sc. (Harvard 2000) [2006]

PETER HEDERA, Associate Professor of Neurology M.D. (Univerzita Komensk ho [Slovakia] 1987) [2002]

WILLIAM JOHN HEERMAN, Instructor in Pediatrics; Instructor in Medicine B.A. (Carleton College 2004); M.D. (Vanderbilt 2008) [2012]

JACQUES HEIBIG, Associate Professor of Clinical Medicine B.S. (Amiens [France] 1967); M.D. (Paris University Medical [France] 1972) [1998]

MARK G. HEIDEL, Instructor in Clinical Medicine B.S. ( 2003); M.D. (Meharry Medical 2009) [2014]

PAUL J. HEIL, Clinical Professor of Pediatrics B.S. (Stanford 1984); M.D. (Vanderbilt 1988) [1992]

DOUGLAS C. HEIMBURGER, Professor of Medicine B.S. (Harding 1973); M.D. (Vanderbilt 1978); M.S. (Alabama 1987) [2009]

ELIZABETH HEITMAN, Associate Professor of Medicine; Associate Professor of Anesthesiology B.A., Ph.D. (Rice 1979, 1988) [2003]

J. HAROLD HELDERMAN, Professor of Medicine; Professor of Pathology, Microbiology, and Immunology B.A. (Rochester 1967); M.D. (SUNY, Downstate Medical Center 1971) [1989]

RICHARD M. HELLER, JR., Professor of Radiology and Radiological Sciences, Emeritus; Professor of Pediatrics B.A. (Carleton College 1959); M.D. (Northwestern 1963) [1975]

CARL G. HELLERQVIST, Professor of Biochemistry, Emeritus M.S., Ph.D. (Stockholm [Sweden] 1967, 1968) [1974]

SUSAN M. HELLERVIK, Assistant in Medicine; Adjunct Instructor in Nursing B.S.N. (California State 1988); M.S.N. (Vanderbilt 2009) [2009]

ANNA R. HEMNES, Assistant Professor of Medicine B.A. (Columbia 1995); M.D. (Johns Hopkins 1999) [2008]

LYNNETTE M. HENDERSON, UCEDD Associate Director of Community Services, Vanderbilt Kennedy Center; Research Assistant Professor of Pediatrics B.S. (Freed-Hardeman 1981); M.Ed. (Belmont 1992); Ph.D. (Vanderbilt 2000) [2003]

ALEXANDRA WARREN HENDRICKS, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Western Kentucky 1996); D.M.D. (Tufts 2000) [2004]

MEGHAN HENDRICKSON Instructor in Clinical Obstetrics and Gynecology B.S.N. (Wyoming 2002); M.S.N. (Vanderbilt 2002) [2012]

JOAN COLLIER HENNING, Assistant Professor of Emergency Medicine B.S. (Mississippi State 1991); M.D. (Vanderbilt 1997) [2001]

GREG L. HENRY, Visiting Professor of Emergency Medicine B.A., M.D. (Michigan 1969, 1973) [2006]

TIMOTHY M. HENSCHEL, Assistant Clinical Professor of Pediatrics B.S. (Wheaton 1991); M.D. (Medical College of Wisconsin 1995) [1999]

ROBIN HENSLEY, Assistant in Medicine B.S.N. (Virginia 1979); M.S.N. (Middle Tennessee State 2007) [2009]

ALAN J. HERLINE, Associate Professor of Surgery B.E. (Vanderbilt 1987); M.D. (Medical College of Georgia 1994) [2002]

LISA D. HERMANN, Assistant Professor of Neurology B.S. (Andrews 2002); M.D. (Virginia 2006) [2011]

CASILDA I. HERMO, Associate Clinical Professor of Pediatrics M.D. (Autonomous University of Santo Domingo [Dominican Republic] 1980) [1996]

CIRIA Q. HERNANDEZ, Research Assistant Professor of Neurology M.D. (Centroccidental Lisandro Alvarado [Venezuela] 1997); Ph.D. (Universidade Federal do Rio de Janeiro [Brazil] 2002) [2012]

MARTA HERNANZ-SCHULMAN, Professor of Radiology and Radiological Sciences; Professor of Pediatrics A.B. (Princeton 1973); M.D. (New York 1977) [1988]

S. DUKE HERRELL III, Professor of Urologic Surgery; Professor of Biomedical Engineering; Associate Professor of Biomedical Engineering B.A. (Richmond 1986); M.D. (Virginia 1990) [2001]

PAULA C. HERRMANN, Assistant Professor of Clinical Medicine B.S. (South Carolina 1999); M.D. (Medical University of South Carolina 2003) [2007]


GERALD B. HICKSON, Senior Vice President for Quality, Patient Safety and Risk Prevention; Assistant Vice Chancellor for Health Affairs; Joseph C. Ross Chair in Medical Education and Administration; Professor of Medical Education and Administration; Professor of Pediatrics; Adjunct Professor of Nursing B.S. (Georgia 1973); M.D. (Tulane 1978) [1990]

SCOTT W. HIEBERT, Hortense B. Ingram Chair in Cancer Research; Professor of Biochemistry; Associate Professor of Medicine B.S. (Bethel College [Kansas] 1982); Ph.D. (Northwestern 1987) [1997]

NICHOLAS S. D. HIGBY, Assistant Professor of Clinical Pediatrics B.S., M.D. (Ohio State 2001, 2005) [2011]

KENT K. HIGDON, Assistant Professor of Plastic Surgery B.S. (Alabama 1998); M.D. (Mississippi 2002) [2012]

JAMES N. HIGGINBOTHAM, Research Instructor in Medicine B.S., M.S., Ph.D. (Mississippi State 1989, 1993, 2000) [2006]

R. KEVIN HIGH, Associate in Emergency Medicine B.S. (University of the State of New York Regents College 1992); Ph.D. (Columbus State 2000) [2007]

DANIEL R. HIGHTOWER, Assistant Clinical Professor of Otolaryngology B.A., M.D. (Vanderbilt 1961, 1964) [1973]

GEORGE A. HILL, Assistant Clinical Professor of Obstetrics and Gynecology B.A. (Tennessee 1976); M.D. (Tennessee, Memphis 1980) [1984]

GEORGE C. HILL, Professor of Pathology, Microbiology, and Immunology Emeritus; Professor of Medical Education and Administration Emeritus B.A. (Rutgers, Camden 1961); M.S. (Howard 1963); Ph.D. (New York 1967) [2002]

KRISTINA E. HILL, Research Professor of Medicine B.S. (Louisiana, Monroe 1968); Ph.D. (Texas 1972) [1987]

MICHAEL F. HILL, Assistant Professor of Medicine B.Sc., M.Sc., Ph.D. (Manitoba [Canada] 1991, 1995, 1998) [2006]

TIFFANY P. HILL, Associate Clinical Professor of Pediatrics B.A. (Boston University 1990); M.S., M.D. (Chicago 1994, 1994) [2006]

ANDREA HILLOCK-DUNN Assistant Professor of Hearing and Speech Sciences B.S. (Syracuse 2003); Au.D. (Northwestern 2006); Ph.D. (Vanderbilt 2010) [2013]

DANIEL P. HIMES, Assistant Professor of Emergency Medicine; Assistant Professor of Pediatrics B.S. (Wheaton 1989); M.D. (Wake Forest 1993) [1996]

DONNA L. HINES, Assistant Clinical Professor of Pediatrics B.S. (Christian Brothers [Tennessee] 1986); M.D. (Howard 1995) [2009]

TIFFANY ELDER HINES, Assistant Professor of Medicine; Assistant Professor of Pediatrics B.S. (Auburn 1991); M.D. (South Alabama 1995) [2012]

ALICE A. HINTON, Associate Professor of Clinical Radiology and Radiological Sciences B.S. (Tulane 1976); M.D. (Vanderbilt 1982) [2003]

TIMOTHY JOHN HINTON, Assistant Professor of Medicine B.S. (Harding 1997); M.D. (Maryland, Baltimore 2002) [2005]

M. BRUCE HIRSCH, Clinical Instructor in Obstetrics and Gynecology B.S. (Georgia, Thomasville 1975); M.D. (Alabama, Birmingham 1980) [1984]

RICHARD H. HO, Associate Professor of Pediatrics B.S. (Duke 1993); M.D., M.S.C.I. (Vanderbilt 1997, 2004) [2003]

RICHARD L. HOCK, Assistant Professor of Clinical Medicine A.B. (Dartmouth 1983); M.D. (Vanderbilt 1987) [1995]

KATHERINE HOEY, Clinical Instrucotr in Pediatrics B.A. (California, Los Angeles 2005); M.D. (Virginia 2010) [2014]

ROBERT D. HOFFMAN II, Associate Professor of Pathology, Microbiology, and Immunology B.A., Ph.D., M.D. (Johns Hopkins 1977, 1984, 1984) [2009]

GEORGE W. HOLCOMB, JR., Clinical Professor of Pediatric Surgery, Emeritus B.A., M.D. (Vanderbilt 1943, 1946) [1954]

NONA MARIE HOLLENBAUGH, Instructor in Clinical Anesthesiology B.S. (Saint Mary's [Indiana] 2006); D.O. (KCUMB 2010) [2014]

STEVEN D. HOLLON, Gertrude Conaway Vanderbilt Professor of Psychology; Professor of Psychology; Professor of Psychiatry B.A. (George Washington 1971); M.S., Ph.D. (Florida State 1974, 1977) [1985]

GINGER E. HOLT, Associate Professor of Orthopaedic Surgery and Rehabilitation B.S., M.D. (Alabama, Birmingham 1992, 1996) [2003]

JONATHAN A. HOLT, Assistant Professor of Biomedical Informatics; Assistant Professor of Medicine B.S. (Fitchburg State 1995); D.O. (New England 2002) [2012]

JENNIFER B. HOLZEN, Assistant Clinical Professor of Pediatrics B.A. (Miami 1991); M.D. (Wright State 1996) [1999]

THOMAS W. HOLZEN, Assistant Clinical Professor of Otolaryngology B.A. (Yale 1966); M.D. (Tufts 1970) [1981]

MICHAEL D. HOLZMAN, Lester and Sara Jayne Williams Chair in Academic Surgery; Associate Professor of Surgery M.D. (Wake Forest 1988); M.P.H. (Vanderbilt 1998) [1996]

CHARLES C. HONG, Associate Professor of Medicine; Associate Professor of Pharmacology; Associate Professor of Cell and Developmental Biology S.B. (Massachusetts Institute of Technology 1988); M.Phil., Ph.D., M.D. (Yale 1998, 1998, 1998) [2006]

IRENE HONG-MCATEE, Associate Professor of Clinical Pediatrics B.A. (Kentucky, Lexington 1995); M.D. (Washington University 1999) [2013]

LINDA JEAN HOOD, Professor of Hearing and Speech Sciences B.S. (Bowling Green State 1969); M.A. (Kent State 1974); Ph.D. (Maryland 1983) [2001]

MOLLY RAMONA HOOD, Associate Clinical Professor of Pediatrics B.S. (Richmond 1995); M.D. (Tennessee, Memphis 1999) [2005]

ROB R. HOOD, Assistant Professor of Medicine B.A. (South Florida 1973); B.S., M.D. (Tulane 1976, 1980) [2002]

RICHARD L. HOOVER, Associate Dean of Graduate School; Professor of Pathology, Microbiology, and Immunology; Associate Professor of Pediatrics B.A. (Ohio State 1966); M.S. (Kentucky, Lexington 1969); Ph.D. (Michigan State 1972) [1985]

SARAH HOPER, Assistant Professor of Emergency Medicine B.A. (University of St. Thomas [Minnesota] 1998); J.D., M.D. (Iowa 2008, 2009) [2013]

ANNA K. HOPLA, Adjunct Instructor in Medicine B.S., M.D. (Oklahoma 1976, 1980) [1998]

LEORA HORN, Associate Professor of Medicine B.S., M.S., M.D. (Toronto [Canada] 1996, 1998, 2002) [2009]

ROBERT G. HORN, Clinical Professor of Pathology, Microbiology, and Immunology A.B., M.D. (Vanderbilt 1954, 1958) [1965]

DAVID H. HOROWITZ, Assistant Clinical Professor of Medicine B.A. (Emory 1966); M.D. (Meharry Medical 1970) [1994]

PAMELA Y. HOROWITZ, Assistant in Medicine B.S.N. (McKendree 1995); M.S.N. (Vanderbilt 1996) [2011]

SZATMAR HORVATH, Adjunct Assistant Professor of Psychiatry M.D., Ph.D. (Szeged [Hungary] 2002, 2004) [2009]

NEALETTA J. HOUCHINS-JUAREZ, Assistant in Pediatrics; Assistant in Psychiatry B.S. (Florida State 1998); M.A. (Nevada, Reno 2002) [2011]

ELLEN MARGARET HOUSE, Assistant Professor of Psychiatry B.S., M.D. (Yale 2004, 2008) [2014]

GWENDOLYN A. HOWARD, Instructor in Clinical Medicine B.S. (Yale 1984); M.D. (Temple 1990) [2001]

JANE ELLEN HOWARD, Assistant Professor of Neurology A.B. (Washington University 1978); M.D. (Florida 1982) [1991]

LEIGH M. HOWARD, Assistant Professor B.S. (Harding 2002); M.D. (Texas, Southwestern Medical 2006) [2011]

HENRY C. HOWERTON, Assistant Clinical Professor of Radiology and Radiological Sciences M.D. (Cincinnati ) [1978]

TAMARYA L. HOYT, Assistant Professor of Radiology and Radiological Sciences B.S. (Indiana, Bloomington 1998); M.D. (Indiana, Indianapolis 2002) [2007]


ROBERT L. HUANG, Assistant Clinical Professor of Medicine B.S., M.D. (Case Western Reserve 1998, 2002); M.P.H. (Vanderbilt 2007) [2011]

SHAN HUANG, Research Assistant Professor of Otolaryngology M.D. (Fourth Military Medical [China] 1968); Ph.D. (Beijing Neurosurgical Institute [China] 1982) [1994]

THOMAS HUANG, Assistant Professor of Clinical Pediatrics B.S. (Yale 1989); M.D. (Uniformed Services 1994) [2005]

CHARLES LOUIS HUDDLESTON II, Assistant Professor of Physical Medicine and Rehabilitation B.S. (Vanderbilt 1983); M.D. (Tennessee, Memphis 1987) [2012]

BILLY G. HUDSON, Elliott V. Newman Professor of Medicine; Professor of Medicine; Professor of Biochemistry; Professor of Pathology, Microbiology, and Immunology B.S. (Henderson State 1962); M.S. (Tennessee 1963); Ph.D. (Iowa 1966) [2002]

JULIE K. HUDSON, Assistant Vice Chancellor for Health Affairs, Medical Center Relations; Associate Professor of Medical Education and Administration; Associate Professor of Clinical Anesthesiology B.A. (Point Loma Nazarene 1980); M.A., M.D. (Kansas 1987, 1990) [2002]

JOHN G. HUFF, Professor of Clinical Radiology and Radiological Sciences B.S. (Georgia 1973); M.D. (Vanderbilt 1977) [2007]

KASEY A. HUFF-IGNATIN, Assistant Professor of Clinical Pediatrics B.S. (Central Arkansas 1993); M.D. (Ross University School of Medicine 1998) [2013]

ADAM HUGGINS, Assistant Professor of Clinical Obstetrics and Gynecology B.S. (Wake Forest 2001); M.D. (Alabama, Birmingham 2005) [2013]

MARK D. HUGHES, Assistant Clinical Professor of Pediatrics B.S. (Tennessee, Memphis 1997); M.D. (Tennessee, Memphis 2001) [2006]

SEAN G. HUGHES, Assistant Professor of Clinical Medicine B.S., M.D. (Florida 1995, 1998) [2012]

JONATHAN S. HUITINK, Clinical Instructor in Pediatrics B.A. (Wheaton 1997); M.D. (Arkansas 2001) [2013]

MARY M. HUIZINGA, Assistant Professor of Medicine B.S. (Mississippi State 1998); M.D. (Vanderbilt 2003) [2013]

SABINE S. HUKE, Research Assistant Professor of Medicine M.S., Ph.D. (Westf lische Wilhelms-Universit t M nster [Germany] 1996, 2000) [2008]

TODD M. HULGAN, Associate Professor of Medicine B.S. (South Alabama 1992); M.D. (Alabama, Birmingham 1996); M.P.H. (Vanderbilt 2003) [2002]

QUENTIN A. HUMBERD, Associate Clinical Professor of Pediatrics B.S. (Tennessee 1975); M.D. (Tennessee, Memphis 1978) [2005]

DONNA S. HUMMELL, Associate Professor of Pediatrics A.B. (Rutgers, Camden 1976); M.D. (Johns Hopkins 1980) [1986]

ROBERT S. HUMPHREY, Clinical Professor of Pediatrics B.S. (Arkansas 1981); M.D. (Johns Hopkins 1986) [2007]

JERRY K. HUMPHREYS, Assistant Clinical Professor of Pathology, Microbiology, and Immunology B.A., M.D. (Vanderbilt 1959, 1962) [1967]

RACHEL JANE HUNDLEY, Assistant Professor of Pediatrics; Assistant Professor of Psychiatry M.S. (Memphis 1996); B.A. (Harding 1996); Ph.D. (Memphis 2003) [2010]

REBECCA R. HUNG, Assistant Professor of Clinical Medicine A.B., Ph.D., M.D. (Harvard 1985, 1993, 1994) [2005]

TRACY E. HUNLEY, Associate Professor of Pediatrics B.A. (Vanderbilt 1987); M.D. (Tennessee, Memphis 1991) [1997]

ROSEMARY J. HUNTER, Assistant Professor of Pediatrics B.S. (Emory 1989); M.D. (Duke 1994) [2001]

ELIZABETH A. HUNTOON, Assistant Professor of Clinical Physical Medicine and Rehabilitation; Assistant Professor of Clinical Orthopaedic Surgery and Rehabilitation B.S., M.S. (Central Michigan 1984, 1988); M.D. (Eastern Virginia 1993) [2011]

MARC ALAN HUNTOON, Professor of Anesthesiology; Director Vanderbilt Pain Management Center B.S. (Alma 1981); M.D. (Wayne State 1985) [2011]

TARA M. HUSS, Assistant Professor of Clinical Pediatrics S.B. (Austin Peay State 1996); M.D. (East Tennessee State 2000) [2007]

JOSEPH W. HUSTON III, Assistant Professor of Medicine B.S. (Washington and Lee 1967); M.D. (Vanderbilt 1971) [2007]

LAURA J. HUSTON, Associate in Orthopaedic Surgery and Rehabilitation B.S.E., M.S. (Michigan 1988, 1990) [2005]

JULIEANNE B. HUTCHISON, Associate in Orthopaedic Surgery and Rehabilitation B.S. (North Carolina, Charlotte 1998); M.S.N. (Vanderbilt 2004) [2011]

STEVE ALAN HYMAN, Associate Professor of Clinical Anesthesiology A.B. (Indiana, Kokomo 1975); M.D. (Indiana, Indianapolis 1979); M.M. (Belmont 2004) [2005]

MICHAELA GRACE IBACH, Instructor in Clinical Pediatrics B.A. (Covenant 2007); M.D. (New Jersey Medical 2011) [2014]

IEKUNI ICHIKAWA, Professor of Pediatrics; Professor of Medicine B.S., M.D. (Keio [Japan] 1968, 1972) [1985]

KAMRAN IDREES, Assistant Professor of Surgery M.D. (Aga Khan [Pakistan] 1999) [2012]

REBECCA A. IHRIE, Assistant Professor of Cancer Biology; Assistant Professor of Neurological Surgery B.S. (Michigan 2000); Ph.D. (Stanford 2006) [2011]

ROBERT W. IKARD, Assistant Clinical Professor of Surgery A.B., M.D. (Vanderbilt 1960, 1963) [1971]

TALAT ALP IKIZLER, Catherine McLaughlin Hakim Chair in Vascular Biology; Professor of Medicine M.D. (Istanbul [Turkey] 1987) [1996]

TADASHI INAGAMI, Professor of Biochemistry, Emeritus B.S. (Kyoto [Japan] 1953); M.S., Ph.D. (Yale 1955, 1958); D.Sc. (Kyoto [Japan] 1963) [1966]

RAJU V. INDUKURI, Assistant Clinical Professor of Psychiatry B.S. (Sree Konaseema Bhanoji Ramars [India] 1974); M.D. (Rangaraya Medical [Indiana] 1981) [1998]

NARA GRANJA INGRAM, Instructor in Psychiatry M.D. (Universidade Federal de Pernambuco [Brazil] 1992); Ph.D. (Sao Paulo [Brazil] 2004) [2014]

WALEED N. IRANI, Assistant Professor of Medicine B.A., M.D. (North Carolina 1985, 1990) [1996]

JONATHAN M. IRISH, Assistant Professor of Cancer Biology; Assistant Professor of Pathology, Microbiology, and Immunology B.S. (Michigan 1998); Ph.D. (Stanford 2004) [2011]

NUHAD M. ISMAIL, Associate Professor of Clinical Medicine B.S., M.D. (American University of Beirut [Lebanon] 1974, 1978) [2004]

DAWN A. ISRAEL, Research Assistant Professor of Medicine B.S., Ph.D. (Alabama, Birmingham 1988, 1994) [2000]

TINA M. IVERSON, Associate Professor of Pharmacology; Associate Professor of Biochemistry B.S. (St. John's 1995); Ph.D. (California Institute of Technology 2000) [2005]

HIDEKI IWAMOTO, Research Assistant Professor of Pharmacology B.S.E., M.E., Ph.D. (Toin [Japan] 1993, 1995, 1998) [2009]

KAREEM A. JABBOUR, Research Associate Professor of Surgery B.S. (American University of Beirut [Lebanon] 1966) [1990]

JAMES C. JACKSON, Assistant Professor of Medicine; Assistant Professor of Psychiatry B.S. (Liberty 1991); M.A. (Georgia Professional School of Psychology 1993); M.A., Psy.D. (Biola 1998, 2001) [2003]

JOHN A. JACKSON, Assistant Clinical Professor of Psychiatry B.S. (Tennessee Technological 1994); M.D. (Tennessee, Memphis 1999) [2007]

J. KENNETH JACOBS, Professor of Surgery, Emeritus B.A. (Vanderbilt 1950); M.D. (Northwestern 1954) [2008]

MONICA L. JACOBS, Assistant Professor of Clinical Psychiatry; Assistant Professor of Clinical Neurology B.S. (Georgia 1997); M.S., Psy.D. (Georgia Professional School of Psychology 2001, 2005) [2007]


BARBARA H. JACOBSON, Assistant Professor of Hearing and Speech Sciences; Assistant Professor of Otolaryngology B.A., M.A., Ph.D. (Cincinnati 1978, 1984, 1990) [2003]

DAVID AARON JACOBSON, Assistant Professor of Molecular Physiology and Biophysics B.S. (Washington State 1995); Ph.D. (Oregon Health and Science 2003) [2010]

GARY P. JACOBSON, Professor of Hearing and Speech Sciences B.A. (California State, Fullerton 1974); M.S. (Wisconsin 1975); Ph.D. (Kent State 1978) [2003]

GREGORY H. JACOBSON, Assistant Clinical Professor of Emergency Medicine B.S. (Washington University 1997); M.D. (Baylor 2001) [2004]

HARRY R. JACOBSON, Professor of Medicine, Emeritus B.S. (Illinois, Champaign 1969); M.D. (Illinois, College of Medicine, Champaign 1972) [1985]

MADAN JAGASIA, Professor of Medicine B.S. (Ramnarain Ruia College 1986); M.B.B.S. (King Edward Memorial [India] 1992) [2001]

SHUBHADA JAGASIA, Associate Professor of Medicine B.S. (Ruparel College [India] 1986); M.D. (Seth G.S. Medical [India] 1992) [2001]

AMIR ALEX JAHANGIR, Associate Professor of Orthopaedic Surgery and Rehabilitation B.S. (George Washington 1999); M.D. (Tennessee, Memphis 2003) [2009]

NITIN B. JAIN, Associate Professor of Physical Medicine and Rehabilitation; Associate Professor of Orthopaedic Surgery and Rehabilitation M.B. (Maharaja Sayajirao [India] 1999); M.S.P.H. (North Carolina 2002) [2014]

KATHRYN ECKSTEIN JALOVEC, Assistant Clinical Professor of Psychiatry B.S. (Northwestern 2001); M.D. (Tennessee, Memphis 2005) [2012]

A. EVERETTE JAMES, JR., Adjunct Professor of Radiology and Radiological Sciences A.B. (North Carolina 1959); M.D. (Duke 1963); Sc.M. (Johns Hopkins 1971) [1975]

KAITLIN C. JAMES, Assistant Professor of Pediatrics B.A. (Oberlin 2001); M.D. (Vanderbilt 2006) [2012]

ROBERT C. JAMIESON, Assistant Clinical Professor of Psychiatry B.S., M.S., M.D. (Wisconsin 1971, 1973, 1976) [1979]

E. DUCO JANSEN, Associate Dean for Graduate Studies; Professor of Biomedical Engineering; Professor of Neurological Surgery M.S. (Utrecht [Netherlands] 1990); M.S., Ph.D. (Texas 1992, 1994) [1997]

DANA R. JANSSEN, Assistant Professor of Pediatrics B.A. (Abilene Christian 1992); M.D. (Texas, San Antonio 1996) [2007]

THOMAS A. JANTZ, Assistant Professor of Clinical Medicine B.A. (Providence College 1966); M.D. (Pittsburgh 1970) [2012]

BARRY K. JARNAGIN, Associate Clinical Professor of Obstetrics and Gynecology B.S. (Union [Tennessee] 1980); M.D. (Tennessee, Memphis 1984) [1994]

SARAH SANDERS JASER, Assistant Professor of Pediatrics B.S. (Yale 1995); M.S., Ph.D. (Vanderbilt 2003, 2006) [2012]

JASON R. JEAN, Assistant in Medicine B.S.N. (Tennessee 1996); M.S.N. (Vanderbilt 2000) [2004]

ANGELA L. JEFFERSON, Associate Professor of Neurology; Associate Professor of Medicine; Associate Professor of Psychiatry B.A. (Lynchburg 1997); M.A. (Loyola College [Maryland] 2000); Ph.D. (Drexel 2003) [2012]

JENNIFER JEHRIO-BUTLER, Clinical Instructor in Pediatrics B.S. (Miami 1988); M.D. (South Florida 1993) [2012]

WILLIAM J. JENKINS, Assistant Clinical Professor of Radiology and Radiological Sciences B.S. (Alabama 2002); M.D. (Alabama, Birmingham 2006) [2011]

ABIGAIL L. JENNINGS, Clinical Instructor in Pediatrics B.S. (Lipscomb 2004); M.D. (East Tennessee State 2010) [2013]

HENRY S. JENNINGS III, Assistant Professor of Medicine B.S. (Davidson 1973); M.D. (Vanderbilt 1977) [2007]

W. GRAY JEROME III, Associate Professor of Pathology, Microbiology, and Immunology; Associate Professor of Cancer Biology B.A. (St. Andrews Presbyterian 1971); M.S. (Northeastern 1974); Ph.D. (Virginia 1981) [2001]

REBECCA N. JEROME, Assistant Professor of Biomedical Informatics B.A. (Saginaw Valley State 1996); M.L.I.S. (Wayne State 1998); M.P.H. (Vanderbilt 2006) [2006]

YUJIANG JIA, Adjunct Assistant Professor of Health Policy B.S. (Hebei [China] 1986); M.D., M.Sc. (Hebei Medical [China] 1992, 1995) [2005]

AIDA L. JIMENEZ, Associate Professor of Psychiatry B.A. (Florida State 1984); M.A., Ph.D. (University of Puerto Rico 1988, 1993) [2013]

NATALIA JIMENEZ-TRUQUE, Research Instructor in Pediatrics B.S. (Universidad de Costa Rica 2007); M.S.C.I., Ph.D. (Vanderbilt 2009, 2013) [2013]

REN JIE JIN, Research Assistant Professor of Urologic Surgery M.D. (Nanjing Medical [China] 1985); M.S., Ph.D. (Seoul National [Korea] 1999, 2001) [2007]

YINGHUA JIN, Visiting Professor of Cell and Developmental Biology B.S. (Jilin [China] 1988); M.S., Ph.D. (Seoul National [Korea] 1996, 2000) [2014]

BETH V. JIORLE, Associate in Obstetrics and Gynecology B.S. (Arizona 2002); M.S. (Arcadia 2005) [2011]

SUSAN OOMMEN JOHN, Instructor in Clinical Pediatrics B.S. (Louisiana State, Shreveport 1998); M.D. (Louisiana State, New Orleans 2003) [2012]

THOMAS M. JOHN, Instructor in Clinical Medicine; Instructor in Clinical Pediatrics B.S., M.D. (Louisiana State 1980, 1984) [2010]

JAMES A. JOHNS, Professor of Pediatrics B.S. (Yale 1976); M.D. (Vanderbilt 1980) [1987]

JEFFERY SCOTT JOHNS, Associate Professor of Physical Medicine and Rehabilitation B.A. (North Carolina 1991); M.D. (Duke 1995) [2013]

KARLA J. JOHNS, Associate Clinical Professor of Ophthalmology and Visual Sciences B.A. (Wisconsin 1976); M.D. (Vanderbilt 1980) [2000]

CARL H. JOHNSON, Stevenson Professor of Biological Sciences; Professor of Biological Sciences; Professor of Molecular Physiology and Biophysics B.A. (Texas 1976); Ph.D. (Stanford 1982) [1987]

CONSTANCE J. JOHNSON, Associate Clinical Professor of Neurology B.S., M.S., M.D. (Maryland 1968, 1972, 1982) [2005]

CORBIN R. JOHNSON, Assistant Professor of Clinical Radiation Oncology B.A. (Harvard 1981); M.D. (Washington University 1985) [2006]

DAVID H. JOHNSON, Adjunct Professor of Medicine B.S., M.S. (Kentucky, Lexington 1970, 1972); M.D. (Georgia 1976) [1983]

DAVID P. JOHNSON, Assistant Professor of Pediatrics B.S. (Davidson 2003); M.D. (Duke 2011) [2012]

DEREK K. JOHNSON, Assistant Clinical Professor of Pediatrics B.S. (Maryland 1991); M.D. (Pittsburgh 1995) [2007]

DOUGLAS JOHNSON, Assistant Professor of Medicine B.S. (Abilene Christian 2004); M.D. (Alabama, Birmingham 2008) [2014]

H. KEITH JOHNSON, Associate Professor of Medicine, Emeritus; Associate Professor of Surgery, Emeritus B.A. (Amherst 1959); M.D. (Tufts 1963) [1970]

KEVIN B. JOHNSON, Cornelius Vanderbilt Chair; Professor of Biomedical Informatics; Professor of Pediatrics; Chair of the Department of Biomedical Informatics B.S. (Dickinson 1983); M.D. (Johns Hopkins 1987); M.S. (Stanford 1992) [2002]

MARY HEATHER JOHNSON, Associate Clinical Professor of Pediatrics B.S., M.D. (Vanderbilt 1987, 1994) [1998]

WILLIAM STEPHEN JOHNSON, Associate Clinical Professor of Pediatrics B.S. (Arkansas 1978); M.D. (Ross 1983) [2004]

BENJAMIN J. JOHNSTON, Assistant Professor of Otolaryngology B.S. (Vanderbilt 2003); M.D. (Louisville 2007) [2012]


MARGREETE G. JOHNSTON, Clinical Professor of Pediatrics B.S. (Peabody 1974); M.D. (Meharry Medical 1979) [1986]

PHILIP EARL JOHNSTON, Clinical Professor of Medicine B.S. (Tennessee 1973); Pharm.D. (Tennessee, Memphis 1974) [2008]

SUSAN E. JOHNSTON, Assistant Clinical Professor of Pediatrics B.S. (Mississippi State 1992); M.D. (Mississippi, Jackson 1996) [2008]

BRITTANY JONES, Assistant Professor of Clinical Pediatrics B.S. (Vanderbilt 2004); M.D. (East Tennessee State 2008) [2014]

CARRIE K. JONES, Assistant Professor of Pharmacology B.S., Ph.D. (Indiana, Fort Wayne 1992, 2001) [2007]

DEBORAH PRICE JONES, Professor of Pediatrics M.D. (Tennessee, Memphis 1983); B.S. (Memphis State 2006); M.S. (Tennessee, Memphis 2006) [2010]

HOWARD W. JONES III, Betty and Lonnie S. Burnett Chair in Obstetrics and Gynecology; Professor of Obstetrics and Gynecology; Chair of the Department of Obstetrics and Gynecology B.A. (Amherst 1964); M.D. (Duke 1968) [1980]

JILL L. JONES, Assistant Professor of Medicine B.A. (Lawrence 1986); M.D. (Stanford 1991) [1997]

MEEGAN E. JONES, Assistant in Medicine B.A. (California, San Diego 1998); M.S.N. (Vanderbilt 2009) [2011]

ROBIN M. JONES, Assistant Professor of Hearing and Speech Sciences B.S. (Miami [Ohio] 2003); M.A. (Ohio State 2006); Ph.D. (Vanderbilt 2012) [2013]

TIMOTHY F. JONES, Clinical Professor of Health Policy B.A. (Amherst 1985); M.D. (Stanford 1990) [1999]

LAURIE B. JONES-JACKSON, Assistant Professor of Radiology and Radiological Sciences B.S., M.D. (Alabama, Birmingham 1992, 1996) [2007]

KAREN M. JOOS, Associate Professor of Ophthalmology and Visual Sciences B.S., M.D., Ph.D. (Iowa 1982, 1987, 1990) [1994]

ATIA K. JORDAN, Assistant Professor of Clinical Pediatrics B.S., M.D. (Vanderbilt 2005, 2009) [2013]

BENJAMIN E. JORDAN, Instructor in Clinical Emergency Medicine M.D. (Tennessee, Memphis 2009) [2014]

CHARLES A. JORDAN, Clinical Professor of Pediatrics B.S. (Tennessee, Martin 1983); M.D. (Tennessee, Memphis 1987) [1999]

HAROLD W. JORDAN, Assistant Clinical Professor of Psychiatry B.S. (Morehouse 1958); M.D. (Meharry Medical 1962) [1968]

LORI C. JORDAN, Assistant Professor of Pediatrics B.S. (William and Mary 1994); M.D. (Oklahoma 1999); Ph.D. (Johns Hopkins 2009) [2011]

MARTIN I. JORDANOV, Assistant Professor of Radiology and Radiological Sciences; Assistant Professor of Emergency Medicine B.S. (Tennessee 1997); M.D. (Tennessee, Memphis 2001) [2006]

ASHA JOSEPH, Assistant Professor of Clinical Pediatrics B.S. (Tennessee, Chattanooga 1998); M.D. (Louisiana State, New Orleans 2003) [2009]

SEBASTIAN JOYCE, Professor of Pathology, Microbiology, and Immunology B.Sc. (Bangalore [India] 1979); M.Sc. (Saurashtra [India] 1981); Ph.D. (Medical College of Virginia 1988) [1999]

ADAM PABLO JUAREZ, Assistant in Pediatrics; Assistant in Psychiatry B.S. (North Texas 2000); M.Ed. (Vanderbilt 2005) [2011]

ASTRIDE JULES, Clinical Instrtuctor in Health Policy M.D. (State University of Haiti 1999); M.P.H. (Vanderbilt 2009) [2012]

EDMOND K. KABAGAMBE, Associate Professor of Medicine D.V.M. (Makerere [Uganda] 1995); M.S., Ph.D. (Louisiana State 1997, 2000) [2012]

BARBARA F. KACZMARSKA, Clinical Professor of Pediatrics M.D. (Wroclaw Medical [Poland] 1973) [2007]

STEVEN A. KAHN, Instructor in Surgery B.S. (Tennessee 2001); M.D. (East Tennessee State 2006) [2014]

MARION A. KAINER, Assistant Clinical Professor of Health Policy M.B.B.S. (Melbourne [Australia] 1989); M.P.H. (Monash [Australia] 1999) [2002]

ALLEN B. KAISER, Professor of Medicine; Chief of Staff, Vanderbilt Health System B.A., M.D. (Vanderbilt 1964, 1967) [1972]

SPYROS A. KALAMS, Associate Professor of Medicine; Associate Professor of Pathology, Microbiology, and Immunology B.A. (Harvard 1983); M.D. (Connecticut 1987) [2002]

ARVINDH N. KANAGASUNDRAM, Assistant Professor of Medicine M.D. (Vanderbilt 2005) [2013]

AUDREY H. KANG, Associate Clinical Professor of Obstetrics and Gynecology B.A., M.D. (Brown 1988, 1992) [2008]

HAKMOOK KANG, Assistant Professor of Biostatistics B.S. (Minnesota 1998); M.S., M.S. (Rhode Island 2005, 2006); Ph.D. (Brown 2011) [2011]

PRINCE J. KANNANKERIL, Associate Professor of Pediatrics B.S. (Pennsylvania State 1990); M.D. (Thomas Jefferson 1994); M.S.C.I. (Vanderbilt 2004) [2002]

C. CHRIS KAO, Research Associate Professor of Neurological Surgery M.D., M.S. (Bethune University of Medical Science [China] 1980, 1983); Ph.D. (Virginia Commonwealth 1994) [2001]

PINELOPI P. KAPITSINOU, Instructor in Medicine M.D. (National and Kapodistrian University of Athens [Greece] 2000) [2011]

HILLARY R. KAPLAN, Assistant Professor of Clinical Medicine B.A. (Yale 1989); M.D. (Case Western Reserve 1993) [1999]

MARK RANDALL KAPLAN, Assistant Clinical Professor of Medicine B.S.E. (Pennsylvania 1984); M.D. (Vanderbilt 1988) [2000]

KAVITA SINGH KARLEKAR, Assistant Clinical Professor of Pediatrics B.A., M.D. (Brown 1998, 2002) [2007]

MOHANA KARLEKAR, Assistant Professor of Medicine B.S. (Cornell 1991); M.D. (SUNY, Stony Brook 1995) [2006]

SAAGAR B. KARLEKAR, Associate Clinical Professor of Pediatrics B.S. (Rochester Institute of Technology 1989); M.D. (St. George's, Grenada 1997) [2007]

BERNICE KARNETT, Assistant Professor of Clinical Medicine B.S. (Stony Brook 1979); M.D. (Emory 1983) [1997]

SETH J. KARP, Ingram Chair in Surgical Sciences; Professor of Surgery; Director, Vanderbilt Transplant Center A.B., M.A. (Harvard 1988, 1989); M.D. (Massachusetts Institute of Technology 1994) [2011]

ASHLEY JO KARPINOS, Assistant Professor of Medicine; Assistant Professor of Pediatrics; Assistant Professor of Orthopaedic Surgery and Rehabilitation B.A. (Kenyon 2003); M.D., M.P.H. (Vanderbilt 2007, 2013) [2014]

EHAB S. KASASBEH, Assistant Clinical Professor of Medicine B.S., M.D. (Jordan 1996, 2001) [2013]

ADETOLA KASSIM, Associate Professor of Medicine M.B.B.S. (Lagos [Nigeria] 1989); M.S. (Yeshiva 2000) [2001]

HOWARD M. KATZENSTEIN, Scott and Tracie Hamilton Chair in Cancer Survivorship; Professor of Pediatrics B.S. (Illinois, 1987); M.D. (Illinois, Chicago 1991) [2013]

MELISSA R. KAUFMAN, Associate Professor of Urologic Surgery B.A. (Washington University 1987); Ph.D. (Tennessee 1993); M.D. (Arkansas, Little Rock 2002) [2007]

ANN KAVANAUGH-MCHUGH, Associate Professor of Pediatrics B.S. (Yale 1980); M.D. (Johns Hopkins 1984) [1992]

IRINA N. KAVERINA, Associate Professor of Cell and Developmental Biology M.S. (Lomonosov Moscow State [Russia] 1989); Ph.D. (Russian Academy of Sciences 1992) [2005]

JEREMY J. KAYE, Professor of Emergency Medicine; Professor of Radiology and Radiological Sciences B.S. (Notre Dame 1961); M.D. (Cornell 1965) [2000]

RAYMOND W. KE, Assistant Clinical Professor of Obstetrics and Gynecology B.Sc., M.D. (Dalhousie [Canada] 1982, 1986) [2013]

KATHLEEN R. KEARNEY-GRAY, Assistant Professor of Clinical Medicine B.S. (Kennesaw State 1981); M.D. (Medical College of Georgia 1990) [2006]

MARY E. KEEBLER, Assistant Professor of Medicine B.S. (Florida State 1998); M.D. (Tulane 2002) [2010]

VICKI L. KEEDY, Assistant Professor of Medicine B.S. (Indiana, Bloomington 1997); M.D. (Cincinnati 2002) [2008]


CHRISTOPHER J. KEEFER, Assistant Professor of Pediatrics at Meharry Medical College; Assistant Clinical Professor of Pediatrics at Vanderbilt B.S. (University of the South 1992); M.D. (Vanderbilt 2001) [2008]

MARY ANN KEENAN, Associate in Radiology and Radiological Sciences M.S., D.M.P. (Vanderbilt 2007, 2011) [2012]

DIANE S. KEENEY, Adjunct Assistant Professor of Medicine B.S. (Pennsylvania State 1978); M.S. (Iowa State 1983); Ph.D. (Johns Hopkins 1989) [1992]

JAMES E. KEFFER, Assistant Clinical Professor of Pediatrics B.A. (Auburn 1994); M.D. (Alabama, Birmingham 2001) [2009]

NICOLE M. KELLER, Instructor in Clinical Obstetrics and Gynecology B.S. (Cornell 1994); M.S.N. (Vanderbilt 1999) [2010]

MICHAEL B. KELLEY, Assistant Professor of Clinical Medicine B.A. (Bradford 1994); M.D. (Vermont 2004) [2013]

ELLEN M. KELLY, Associate Professor of Hearing and Speech Sciences B.A. (Saint Bonaventure 1981); M.S., Ph.D. (Syracuse 1984, 1989) [2007]

KEVIN J. KELLY, Associate Professor of Plastic Surgery B.S. (Maryland 1972); D.D.S. (Columbia 1977); M.D. (SUNY, Downstate Medical Center 1982) [1989]

PEGGY L. KENDALL, Assistant Professor of Medicine; Assistant Professor of Pathology, Microbiology, and Immunology B.S. (Texas 1982); M.D. (Texas, Southwestern Medical 1996) [2003]

ARION KENNEDY, Research Instructor in Molecular Physiology and Biophysics B.S. (Florida Agricultural and Mechanical 2001); Ph.D. (North Carolina, Greensboro 2009) [2014]

JENNIFER R. KENNEDY, Assistant in Medicine B.S.N. (Clemson 2008); M.S.N. (Vanderbilt 2011) [2012]

WILLIAM D. KENNER, Assistant Clinical Professor of Psychiatry M.D. (Tennessee, Memphis 1969) [1973]

ANNE K. KENWORTHY, Associate Professor of Molecular Physiology and Biophysics; Associate Professor of Cell and Developmental Biology B.A. (Kenyon 1989); Ph.D. (Duke 1994) [2001]

MARY E. KEOWN, Clinical Professor of Pediatrics B.S. (Samford 1979); M.D. (Alabama, Birmingham 1983) [1986]

TAMARA S. KEOWN, Assistant Professor of Clinical Obstetrics and Gynecology; Adjunct Instructor in Nursing B.S. (Tennessee Technological 1991); M.S.N. (Vanderbilt 1995) [2006]

DEEPA VARSHNEY KERIWALA, Assistant Professor of Clinical Medicine B.A. (Rice 2003); M.D. (Texas, Galveston 2008) [2012]

DOUGLAS S. KERNODLE, Associate Professor of Medicine; Associate Professor of Pathology, Microbiology, and Immunology B.A., M.D. (North Carolina 1976, 1981) [1987]

WENDY HITCH KERR, Assistant Clinical Professor of Pediatrics B.S. (Houghton 1984); M.S. (Louisiana State 1988); Ph.D. (Emory 1994); M.D. (Medical College of Georgia 1998) [2002]

JENNIFER KETCHUM, Clinical Instructor in Pediatrics B.S. (Alabama, Birmingham 2002); M.D. (East Tennessee State 2008) [2013]

ALEXANDRA F. KEY, Research Associate Professor of Hearing and Speech Sciences M.A., B.A. (Moscow State [Russia] 1997, 1997); Ph.D. (Louisville 2002) [2004]

ADNAN A. KHAN, Adjunct Assistant Professor of Health Policy M.B.B.S. (Dow Medical [Pakistan] 1989) [2011]

NAJWA KHURI-BULOS, Adjunct Professor of Pediatrics B.S., M.D. (American University of Beirut [Lebanon] 1964, 1967) [2008]

STACY ANN KILLEN, Assistant Professor of Pediatrics B.A. (Rice 1997); M.D. (Texas, Southwestern Medical 2001); M.S. (Vanderbilt 2008) [2009]

ANTHONY W. KILROY, Adjunct Associate Professor of Neurology M.D. (**St Bartholomew (London) 1960) [1976]

ANNETTE SUNHI KIM, Assistant Professor of Pathology, Microbiology, and Immunology A.B., Ph.D. (Harvard 1991, 1998); M.D. (Harvard Medical 1998) [2009]

DAVID H. KIM, Instructor in Medicine B.A., M.D. (Northwestern 2000, 2005) [2013]

KWANG WOON KIM, Research Instructor in Pediatric Surgery B.S. (Kosin [Korea] 1992); M.S., Ph.D. (Pusan National [Korea] 1995, 2001) [2008]

STEPHEN J. KIM, Associate Professor of Ophthalmology and Visual Sciences B.S. (Duke 1996); M.D. (Johns Hopkins 2001) [2008]

ADAM KING, Assistant Professor of Clinical Anesthesiology B.S. ( 2004); M.D. (Texas 2009) [2014]

JOHN T. KING, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.A. (Tennessee 1989); D.M.D. (Louisville 1996) [1999]

LLOYD E. KING, JR., Professor of Medicine B.A. (Vanderbilt 1961); M.D., Ph.D. (Tennessee, Memphis 1967, 1970) [1977]

LLOYD G. KING, Assistant Professor of Clinical Medicine B.S. (SUNY, Buffalo 1981); M.D. (New York 1985) [2000]

PHILIP J. KINGSLEY, Assistant in Biochemistry B.S., M.A. (William and Mary 1990, 1992) [2001]

BRETT D. KINZIG, Assistant in Medicine B.S. (Middle Tennessee State 1995); M.S.N. (Vanderbilt 2005) [2013]

FREDERICK KIRCHNER, JR., Associate Professor of Medical Education and Administration, Emeritus B.Sc. (Dickinson 1963); M.D. (Cornell 1967) [1975]

SANDRA KIRCHNER, Professor of Radiology and Radiological Sciences, Emerita; Professor of Pediatrics, Emerita B.A. (Wellesley 1962); M.D. (Cornell 1967) [1973]

ANNA T. KIRK, Instructor in Clinical Obstetrics and Gynecology B.S. (Tennessee 2004); M.S.N. (Vanderbilt 2007) [2012]

AUSTIN KIRSCHNER, Assistant Professor of Radiation Oncology B.A., M.S. (New York 2000, 2001); Ph.D., M.D. (Northwestern 2007, 2009) [2014]

HOWARD S. KIRSHNER, Professor of Neurology; Professor of Hearing and Speech Sciences; Professor of Psychiatry B.A. (Williams 1968); M.D. (Harvard Medical 1972) [1978]

NEIL E. KIRSHNER, Associate Clinical Professor of Pediatrics B.S. (Rhodes College 1985); M.D. (East Tennessee State 1990) [2000]

JOHN W. KLEKAMP, Assistant Professor of Clinical Orthopaedic Surgery and Rehabilitation B.S. (Miami 1986); M.D. (Mercer 1990) [2009]

LAWRENCE A. KLINSKY, Associate Clinical Professor of Pediatrics B.S. (Illinois, Champaign 1988); M.D. (Vanderbilt 1992) [1995]

KIMBERLY A. KLIPPENSTEIN, Clinical Instructor in Ophthalmology and Visual Sciences B.S., M.D. (Vanderbilt 1986, 1990) [1994]

ELA W. KNAPIK, Associate Professor of Medicine; Associate Professor of Cell and Developmental Biology M.D. (Jagiellonian [Poland] 1987) [2004]

HOLLY KNIERY, Assistant in Physical Medicine and Rehabilitation B.S.N., M.S.N. (Belmont 2007, 2012) [2013]

BJORN C. KNOLLMANN, Professor of Medicine; Professor of Pharmacology M.D. (Cincinnati 1993); Ph.D. (Georgetown 1999) [2005]

HANAKO KOBAYASHI, Research Assistant Professor of Medicine B.S. (Tennessee 1998); Ph.D. (California, Berkeley 2003) [2006]

JOHN ROBERT KOETHE, Assistant Professor of Medicine B.A. (Oberlin 1998); M.D. (Yale 2004) [2010]

SAHAR KOHANIM, Assistant Professor of Ophthalmology and Visual Sciences B.S. (Illinois Institute of Technology 2003); M.D. (Johns Hopkins 2007) [2013]

YASIN KOKOYE, Assistant Professor of Pathology, Microbiology, and Immunology B.V.M.S. (Baghdad [Iraq] 1979); M.P.H. (Western Kentucky 2004) [1998]

CAMELLIA R. KOLEYNI, Instructor in Clinical Medicine; Instructor in Clinical Pediatrics B.S. (California, San Diego 1995); M.D. (Tennessee, Memphis 2000) [2007]

MURALI KRISHNA KOLLI, Assistant Professor of Clinical Medicine B.S. (Birmingham-Southern 1984); M.D. (Alabama, Birmingham 1989) [2009]


PADMINI KOMALAVILAS, Research Associate Professor of Surgery B.S., M.S. (Madras [India] 1978, 1980); Ph.D. (Oklahoma State 1988) [2008]

VALENTINA KON, Professor of Pediatrics B.A. (New York 1974); M.D. (Yeshiva 1977) [1986]

YUKARI KONDO, Visiting Assistant Professor of Medicine [2014]SEKHAR R. KONJETI, Research Professor of Radiation Oncology

B.S. (Andhra [India] 1982); M.Sc. (Mangalore [India] 1984); Ph.D. (Gulbarga [India] 1989) [1990]

PETER E. KONRAD, Professor of Neurological Surgery B.A. (Rockford 1983); M.S., Ph.D. (Purdue 1985, 1988) [1998]

CHRISTINE L. KONRADI, Professor of Pharmacology; Professor of Psychiatry Ph.D. (Vienna [Austria] 1987) [2006]

JEJO DAVID KOOLA, Instructor in Clinical Medicine M.D. (Medical University of South Carolina 2008) [2013]

HEATHER C. KOONS, Assistant Professor of Neurology B.A. (Virginia 2002); M.D. (Yale 2006) [2011]

ZELJKA M. KORADE, Research Associate Professor of Psychiatry D.V.M. (Zagreb [Croatia] 1988); Ph.D. (Pittsburgh 1996) [2006]

KIMBELL KORNU, Assistant Professor of Clinical Medicine B.S. (Vanderbilt 2002); M.A.R. (Westminster Theological Seminary 2008); M.D. (Southwestern [Texas] 2009) [2013]

LUCY KOROMA, Instructor in Clinical Obstetrics and Gynecology B.S., M.S.N. (Vanderbilt 2004, 2005) [2006]

ALEXANDRE KOUMTCHEV, Assistant Clinical Professor of Psychiatry M.D. (Medical Academy, Sofia [Bulgaria] 1990) [2007]

MARK J. KOURY, Professor of Medicine, Emeritus B.A. (Rutgers 1969); M.D. (Virginia 1973) [1980]

TATSUKI KOYAMA, Associate Professor of Biostatistics B.A. (California, Berkeley 1998); M.A., Ph.D. (Pittsburgh 2000, 2003) [2003]

SANFORD B. KRANTZ, Professor of Medicine, Emeritus B.A., B.S., M.D. (Chicago 1954, 1955, 1959) [1970]

HEATHER KRETH, Assistant Professor of Clinical Psychiatry B.A. (William and Mary 2004); Psy.D. (MSPP 2008) [2013]

SAPNA P. KRIPALANI, Assistant Professor of Clinical Medicine B.S., M.D. (Emory 1995, 1999) [2007]

SUNIL KRIPALANI, Associate Professor of Medicine B.A. (Rice 1993); M.D. (Baylor 1997); M.Sc. (Emory 2001) [2007]

MARVIN W. KRONENBERG, Professor of Medicine; Professor of Radiology and Radiological Sciences B.A. (Miami [Ohio] 1965); M.D. (Ohio State 1969) [2002]

SUSAN F. KROOP, Assistant Professor of Medicine B.A., M.D. (Cornell 1978, 1982) [2001]

ELIZABETH DUKE KRUEGER, Associate Clinical Professor of Pediatrics B.S. (Middle Tennessee State 1975); M.D. (Vanderbilt 1979) [1983]

JOHN G. KUCHTEY, Research Assistant Professor of Ophthalmology and Visual Sciences B.A., Ph.D. (Cornell 1985, 1998) [2005]

RACHEL KUCHTEY, Associate Professor of Ophthalmology and Visual Sciences M.D. (West China University of Medical Sciences 1991); Ph.D. (Cornell 1999) [2005]

JOHN E. KUHN, Associate Professor of Orthopaedic Surgery and Rehabilitation B.S. (SUNY, Syracuse 1982); M.D. (Michigan 1988) [2003]

TARAH M. KUHN, Assistant Professor of Clinical Psychiatry B.A. (CUNY, Hunter College 1994); M.A., Ph.D. (Adelphi 1998, 2003) [2004]

YAA ABOAGYEWA KUMAH-CRYSTAL, Instructor in Clinical Pediatrics; Research Fellow in Biomedical Informatics M.A., B.A. (Johns Hopkins 2003, 2003); M.D. (Vanderbilt 2008) [2014]

STEPHANIE C. KURITA, Assistant Professor of Radiology and Radiological Sciences B.S. (Tennessee, Martin 2001); M.D. (Tennessee, Memphis 2005) [2010]

DANIEL KURNIK, Adjunct Research Assistant Professor of Medicine M.D. (Aachen [Germany] 1987) [2008]

BRYAN R. KURTZ, Assistant Clinical Professor of Obstetrics and Gynecology B.S. (Boston College 1982); M.D. (Tennessee 1987) [1991]

OSCAR KURUVILLA, Instructor in Ophthalmology and Visual Sciences B.A. (Case Western Reserve 2005); M.D. (Ohio State 2010) [2014]

SCOTT J. KUTSCHER, Assistant Professor of Neurology B.S. (SUNY, Binghamton 2003); M.D. (Buffalo 2007) [2012]

WILLIAM H. KUTTEH, Clinical Professor of Obstetrics and Gynecology B.A. (Wake Forest 1975); Ph.D. (Alabama, Birmingham 1981); M.D. (Wake Forest 1985) [2012]

KENT KYGER, Associate Clinical Professor of Psychiatry B.S. (Oklahoma 1954); M.D. (Vanderbilt 1958) [1968]

ANNETTE E. A. KYZER, Clinical Instructor in Obstetrics and Gynecology B.A. (Tennessee 1988); M.D. (Tulane 1995) [1999]

CARLO LA VECCHIA, Adjunct Professor of Medicine M.D. (Milan [Italy] 1979); M.Sc. (Oxford [U.K.] 1983) [2002]

ROBERT F. LABADIE, Professor of Otolaryngology; Professor of Biomedical Engineering B.S. (Notre Dame 1988); Ph.D., M.D. (Pittsburgh 1995, 1996) [2005]

JOSEPH D. LABARBERA, Associate Professor of Clinical Psychiatry A.B. (Brown 1973); M.A., Ph.D. (Vanderbilt 1975, 1977) [1978]

JOSHUA E. LABRIN, Assistant Professor of Medicine; Assistant Professor of Pediatrics B.A. (Taylor 1998); M.D. (Temple 2003) [2009]

LISA L. LACHENMYER, Assistant in Urologic Surgery B.A. (Guilford 1998); M.S.N. (Vanderbilt 2005) [2007]

DANA BORDEN LACY, Associate Professor of Pathology, Microbiology, and Immunology; Associate Professor of Biochemistry B.S. (North Carolina 1994); Ph.D. (California, Berkeley 1999) [2006]

SHELTON LACY, Assistant in Medicine; Instructor in Clinical Nursing B.S. (Centre 2007); M.S.N. (Vanderbilt 2010) [2010]

CHERYL L. LAFFER, Professor of Medicine B.S. (California Institute of Technology 1975); Ph.D. (Wisconsin 1981); M.D. (Miami [Florida] 1985) [2012]

ANDRE H. LAGRANGE, Associate Professor of Neurology B.S. (University of Washington 1987); Ph.D., M.D. (Oregon Health and Science 1996, 1997) [2002]

ELIZABETH LAKE, Assistant Professor of Clinical Neurology B.S. (Duke 2002); M.D. (Kentucky, Lexington 2007) [2014]

WENDELL LAKE, Instructor in Clinical Neurological Surgery B.S. (Eastern Kentucky 1997); B.S., M.S., M.D. (Kentucky, Lexington 1999, 2001, 2007) [2014]

CARMEL COLGROVE LAKHANI, Assistant Clinical Professor of Psychiatry B.S. (California, Davis 1996); M.D. (Vanderbilt 2001) [2009]

VIPUL T. LAKHANI, Assistant Professor of Medicine B.S. (Duke 1997); M.D. (Vanderbilt 2001) [2006]

HIND LAL, Assistant Professor of Medicine B.Sc. (Kamla Nehru Institute [India] 1996); M.Sc., Ph.D. (Avadh [India] 1999, 2005) [2014]

FRED S. LAMB, Cornelius Vanderbilt Chair; Professor of Pediatrics; Professor of Molecular Physiology and Biophysics B.S., Ph.D., M.D. (Michigan 1982, 1989, 1989) [2011]

VITA LAMBERSON, Instructor in Clinical Pediatrics B.A. (Bucknell 2006); M.D. (Cincinnati 2011) [2014]

PHILIP E. LAMMERS, Assistant Professor of Internal Medicine at Meharry Medical College; Adjunct Assistant Professor of Medicine B.S. (Notre Dame 2000); M.S., M.D. (Indiana, Indianapolis 2003, 2006) [2013]

AUBREY A. LAMPTEY, Clinical Instructor in Pediatrics M.B.Ch.B (Ghana 1988) [2002]

PETER MICHAEL LAMS, Assistant Professor of Radiology and Radiological Sciences M.B.B.S. (London [U.K.] 1967) [2003]

CLAUDIO FRANCO LANATA, Adjunct Professor of Pediatrics M.D. (Universidad Peruana 'Cayetano Heredia' [Peru] 1977); M.P.H. (Johns Hopkins 1983) [2014]

LISA HOOD LANCASTER, Associate Professor of Medicine; Adjunct Associate Professor of Nursing B.S. (Georgia 1989); M.D. (Medical College of Georgia 1993) [1999]

JEFFREY A. LANDMAN, Adjunct Associate Professor of Radiology and Radiological Sciences B.S. (Michigan 1973); M.D. (Michigan State 1979) [2000]


ERWIN J. LANDON, Associate Professor of Pharmacology, Emeritus B.S., M.D. (Chicago 1945, 1948); Ph.D. (California, Berkeley 1953) [1959]

JANNA S. LANDSPERGER, Assistant in Medicine; Adjunct Instructor in Nursing B.S. (Indiana, Bloomington 2004); M.S.N. (Vanderbilt 2006) [2010]

JENNIFER LANE, Instructor in Clinical Medicine; Instructor in Clinical Pediatrics B.S. (Mississippi 1996); M.S. (Memphis 2000); M.D. (Tennessee, Memphis 2007) [2012]

LYNDA DENTON LANE, Senior Associate in Medicine B.S., M.S. (Texas Woman's 1978, 1987) [1996]

RICHARD G. LANE, Instructor in Clinical Medicine A.B. (Franklin and Marshall 1969); M.D. (Tennessee, Memphis 1973) [2004]

MATTHEW J LANG, Associate Professor of Chemical and Biomolecular Engineering; Associate Professor of Molecular Physiology and Biophysics B.S. (Rochester 1992); Ph.D. (Chicago 1997) [2010]

KIM LANGLEY, Assistant Clinical Professor of Pediatrics B.A. (Pomona 1967); M.D. (Harvard Medical 1972) [2010]

ANTHONY J. LANGONE, Associate Professor of Medicine B.A. (Cornell 1992); M.D. (SUNY, Buffalo 1996) [2002]

SUSAN E. BEHR LANGONE, Associate Clinical Professor of Pediatrics B.S. (Rochester 1992); M.D. (SUNY, Buffalo 1996) [1999]

SHANNON M. LANGSTON, Assistant Professor of Emergency Medicine B.A. (East Carolina 2002); M.D. (Ben Gurion [Israel] 2007) [2010]

DAVID L. LANIER, Clinical Instructor in Emergency Medicine B.A., M.D. (North Carolina 1990, 1995) [2007]

DEBORAH A. LANNIGAN, Associate Professor of Pathology, Microbiology, and Immunology; Associate Professor of Cancer Biology B.Sc. (Guelph [Canada] 1980); M.Sc. (Toronto [Canada] 1982); Ph.D. (Rochester 1987) [2012]

LOUISE LANTIER, Research Instructor in Molecular Physiology and Biophysics M.E. (École de Biologie Industrielle 2007); Ph.D. (Université René Descartes, Paris V [France] 2010) [2014]

ROBIN E. LAPRE, Assistant Professor of Clinical Medicine A.B., M.D. (Dartmouth 1990, 1996) [2001]

MELISSA K. LASATER, Associate in Orthopaedic Surgery and Rehabilitation B.S. (Belmont 2004); M.S.N. (Vanderbilt 2010) [2010]

THOMAS A. LASKO, Assistant Professor of Biomedical Informatics B.S., M.D. (California, San Diego 1991, 2000); Ph.D. (Massachusetts Institute of Technology 2007) [2010]

KEN LAU, Assistant Professor of Cell and Developmental Biology B.Sc., Ph.D. (Toronto [Canada] 2002, 2008) [2013]

THOMAS J. LAVIE, Assistant Clinical Professor of Psychiatry B.S., B.A., M.D. (Louisiana State 1982, 1983, 1988) [2006]

PATRICK J. LAVIN, Professor of Neurology; Professor of Ophthalmology and Visual Sciences B.A.O., M.B.B.Ch. (National University of Ireland 1970, 1970) [1983]

JANICE C. LAW, Assistant Professor of Ophthalmology and Visual Sciences B.A. (Miami [Ohio] 1999); M.D. (Wright State 2003) [2007]

DAVID W. LAWHORN, Assistant Clinical Professor of Emergency Medicine B.A. (Tennessee 1975); M.D. (Tennessee, Memphis 1988) [1998]

ALICE P. LAWRENCE, Assistant Professor of Pediatrics B.A. (Rutgers, Newark 1977); M.D. (Pennsylvania State 2005) [2011]

LAURIE M. LAWRENCE, Assistant Professor of Emergency Medicine; Assistant Professor of Pediatrics M.D. (Vanderbilt 1983) [2006]

LAURA LOUISE LAWSON, Clinical Instructor in Surgery B.A. (West Virginia 1994); M.D. (Vanderbilt 1998) [2007]

MARK A. LAWSON, Assistant Professor of Medicine; Assistant Professor of Radiology and Radiological Sciences B.S.E.E. (Christian Brothers 1984); M.D. (Tennessee, Memphis 1988) [2002]

WILLIAM E. LAWSON, Associate Professor of Medicine B.S. (Tennessee Technological 1992); M.D. (Tennessee, Memphis 1996) [2004]

ALEXANDER R. LAWTON III, Professor of Pediatrics, Emeritus B.A. (Yale 1960); M.D. (Vanderbilt 1964) [1980]

WILLIAM LAYMAN, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (The Citadel 1995); D.M.D. (Medical University of South Carolina 2001) [2009]

NAM T. LE, Assistant Professor of Radiology and Radiological Sciences B.S. (California, Berkeley 1992); M.D. (Meharry Medical 2008) [2013]

TRUC MINH LE, Assistant Professor of Pediatrics A.B., A.M. (Harvard 1997, 1997); M.D. (Vanderbilt 2002) [2013]

ERIN J. LEAHY, Assistant Professor of Clinical Medicine B.S. (New York 1999); M.D. (Medical College of Wisconsin 2007) [2012]

MONICA LEDOUX, Adjunct Assistant Professor of Medicine M.D. (Ludwig-Maximilians-Universit t [Germany] 1993) [2014]

CARLA TUCKER LEE, Assistant Clinical Professor of Medicine B.S. (Vanderbilt 1989); Ph.D. (Harvard 1996); M.D. (Vanderbilt 2001) [2006]

CHRISTOPHER DAVID LEE, Assistant Professor of Neurology B.S. (Davidson 2000); M.D. (Wake Forest 2004) [2009]

DONALD H. LEE, Professor of Orthopaedic Surgery and Rehabilitation B.S. (Georgetown 1977); M.D. (West Virginia 1982) [2005]

ETHAN LEE, Associate Professor of Cell and Developmental Biology; Associate Professor of Pharmacology B.A. (Rice 1987); Ph.D., M.D. (Texas, Southwestern Medical 1997, 1997) [2003]

EUN-SOOK LEE, Assistant Professor of Neurology at Meharry Medical College; Adjunct Associate Professor of Pharmacology B.S. (Hyosung [Korea] 1985); Ph.D. (Florida Agricultural and Mechanical 1999) [2008]

EVON BATEY LEE, Associate Professor of Pediatrics; Associate Professor of Psychiatry B.A., M.A., Ph.D. (Vanderbilt 1976, 1978, 1980) [1981]

GEORGE S. LEE, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Weber State 1995); D.D.S. (Northwestern 1999); M.D. (Vanderbilt 2002) [2007]

HYEJEONG LEE, Research Instructor in Pediatrics B.S. (Incheon [Korea] 1991); M.S., Ph.D. (Korea 1994, 2000) [2012]

JENNIFER J. LEE, Assistant Clinical Professor of Medicine B.S. (Maryland 1998); M.D. (Harvard Medical 2003) [2010]

LAURA ANNE LEE, Associate Professor of Cell and Developmental Biology B.A. (Rice 1987); Ph.D., M.D. (Texas, Southwestern Medical 1996, 1996) [2003]

LORRI A. LEE, Professor of Anesthesiology; Professor of Neurological Surgery B.S. (Duke 1985); M.D. (West Virginia 1989) [2013]

MARK A. LEE, Associate Clinical Professor of Pediatrics B.S. (Auburn 1990); M.D. (Alabama, Birmingham 1994) [1997]

MYUNG A. LEE, Associate Professor of Psychiatry M.D. (Ewha Womans [Korea] 1976) [1996]

STANLEY M. LEE, Associate Clinical Professor of Medicine; Associate Clinical Professor of Pediatrics B.A., M.D. (Trinity, Dublin [Ireland] 1967, 1970) [1989]

TAEKYU LEE, Research Assistant Professor of Biochemistry B.Sc. (Roger Williams 1988); M.A. (Johns Hopkins 1991); Ph.D. (Toronto [Canada] 1995) [2009]

GEORGE R. LEE III, Assistant Clinical Professor of Neurology B.A. (Emory 1992); M.S. (Georgia State 1995); M.D. (Medical College of Georgia 1999) [2006]

WILLIAM F. LEE, Assistant Professor of Clinical Obstetrics and Gynecology B.S. (Alabama 1993); M.D. (Mississippi 1997) [2003]

H. BRIAN LEEPER, Clinical Professor of Pediatrics B.S. (Tennessee, Martin 1979); M.D. (Tennessee, Memphis 1983) [1986]


LEWIS LEFKOWITZ, JR., Professor of Preventive Medicine, Emeritus B.A. (Denison 1951); M.D. (Texas, Southwestern Medical 1956) [1965]

BRIAN D. LEHMANN, Research Assistant Professor of Biochemistry B.S. (Illinois, Chicago 2000); Ph.D. (East Carolina 2007) [2012]

CHRISTOPH U. LEHMANN, Professor of Pediatrics; Professor of Biomedical Informatics M.D. (Westf lische Wilhelms-Universit t M nster [Germany] 1990) [2012]

HEATHER R. LEHMANN, Assistant Clinical Professor of Pediatrics B.S. (North Carolina 2000); M.D. (East Carolina 2005) [2008]

CHARLES LEI, Assistant Professor of Emergency Medicine B.A. (Harvard 2006); M.D. (Harvard Medical 2010) [2014]

LI LEI, Assistant in Biochemistry B.S. (Luzhou Medical [China] 1987); M.D. (West China University of Medical Sciences 1987) [2004]

CHRISTINA M. LEINER-LOHSE, Assistant Clinical Professor of Pediatrics B.S. (Illinois, School of Nursing 1999); M.D. (Ross 2003) [2007]

DANIEL J. LENIHAN, Professor of Medicine B.A. (Tennessee 1988); M.D. (Tennessee, Memphis 1988) [2009]

CARRIE ANNA LENNEMAN, Adjunct Assistant Professor B.S. (University of the South 1999); M.D. (Medical University of South Carolina 2003) [2010]

JOHN M. LEONARD, Professor Emeritus of Medicine B.A. (Florida State 1963); M.D. (Vanderbilt 1967) [1974]

MARTHA LEONARD, Assistant Professor of Clinical Medicine B.S. (Lipscomb 1994); M.D. (Tennessee, Memphis 1999) [2013]

GALINA I. LEPESHEVA, Research Associate Professor of Biochemistry M.S. (Belarusian State Polytechnical 1983); Ph.D. (Institute of Bioorganic Chemistry [Belarus] 1993) [2002]

STEPHEN LETCHFORD, Adjunct Assistant Professor of Pediatrics B.S. (Cornell 1983); M.D. (Texas, Galveston 1987) [2011]

DONNA W. LETT, Associate Clinical Professor of Pediatrics B.S. (Austin Peay State 1984); M.D. (Tennessee, Memphis 1988) [2007]

JEFFREY E. LEVEA, Assistant Professor of Clinical Medicine B.S. (Texas Tech University 2005); M.D. (Texas, Houston 2009) [2012]

REAGAN R. LEVERETT, Assistant Professor of Clinical Radiology and Radiological Sciences B.S. (Purdue 1996); M.S., M.D. (Louisville 2000, 2003) [2012]

PAT R. LEVITT, Adjunct Professor of Pharmacology B.A. (Chicago 1975); Ph.D. (California, Berkeley 1978) [2002]

RACHEL LEVY-OLOMUCKI, Clinical Instructor in Pediatrics M.D. (Hebrew University of Jerusalem [Israel] 1992) [2013]

ADELE M. LEWIS, Assistant Clinical Professor of Pathology, Microbiology, and Immunology B.A. (Bowdoin 1993); M.D. (Alabama, Birmingham 1997) [2007]

CONNIE M. LEWIS, Assistant in Medicine B.S.N., M.S.N. (Alabama, Huntsville 1996, 1997) [2008]

JULIA B. LEWIS, Professor of Medicine B.S., M.D. (Illinois, Champaign 1976, 1980) [1986]

LARRY M. LEWIS, Clinical Instructor in Pathology, Microbiology, and Immunology Ph.D. (Cleveland State 1977) [1981]

SUSAN M. LEWIS, Instructor in Clinical Obstetrics and Gynecology B.S.N. (Tennessee State 1993); M.S.N. (Vanderbilt 1998) [2012]

THOMAS J. LEWIS, JR., Assistant Clinical Professor of Medicine B.S. (Georgia Institute of Technology 1985); M.D. (Medical College of Georgia 1989) [1995]

CHUN LI, Associate Professor of Biostatistics B.A. (Nankai [China] 1992); M.S. (Ohio State 1998); Ph.D. (Michigan 2002) [2002]

JUN LI, Associate Professor of Neurology M.D. (Anhui [China] 1985); Ph.D. (Hahnemann Medical 1995) [2009]

MING LI, Research Associate Professor of Biostatistics B.A. (Nankai [China] 1995); M.S., Ph.D. (Michigan 1999, 2002) [2004]

HONG-JUN LIAO, Research Assistant Professor of Medicine M.D., M.Sc. (Second Military Medical [China] 1984, 1991) [2001]

ROMINA P. LIBSTER, Adjunct Assistnt Professor of Pediatrics B.S., M.D., M.S. (Buenos Aires [Argentina] 1997, 2003, 2011) [2012]

DAVID G. LIDDLE, Assistant Professor of Orthopaedic Surgery and Rehabilitation; Assistant Professor of Medicine B.S., M.D. (Utah 2003, 2007) [2011]

HARRIS LIEBERMAN, Adjoint Assistant Professor of Hearing and Speech Sciences A.B. (Franklin and Marshall 1972); M.A., Ph.D. (Florida 1972, 1997) [2010]

DANIEL C. LIEBLER, Professor of Biochemistry; Professor of Biomedical Informatics; Professor of Pharmacology B.S. (Villanova 1980); Ph.D. (Vanderbilt 1984) [2003]

RICHARD W. LIGHT, Professor of Medicine B.S. (Colorado 1964); M.D. (Johns Hopkins 1968) [1997]

FRANCES E. LIKIS, Research Assistant Professor of Medicine B.S., M.S.N. (Vanderbilt 1993, 1994); Dr.P.H. (North Carolina 2006) [1997]

ROBERT HOWARD LILLARD, JR., Assistant Clinical Professor of Pediatrics B.S. (Rhodes College 1989); M.D. (Alabama, Birmingham 1993) [1999]

CHEE C. LIM, Assistant Professor of Medicine; Assistant Professor of Molecular Physiology and Biophysics B.S. (Stevens Institute of Technology 1987); M.S. (Pennsylvania State 1990); Ph.D. (Boston University 2000) [2006]

NOEL P. LIM, Assistant Clinical Professor of Neurology B.S. (Velez [Philippines] 1989); M.D. (Cebu Institute of Medicine [Philippines] 1993) [2002]

LEE E. LIMBIRD, Adjunct Professor of Medical Education and Administration B.A. (Wooster 1970); Ph.D. (North Carolina 1973) [1979]

SUSIE LIN, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (SUNY, Stony Brook 1993); D.D.S. (New York 1998); M.D. (Vanderbilt 2001) [2013]

AVRIEL LINANE, Instructor in Clinical Neurology B.S. (University of Washington 2005); D.O. (Lake Erie College of Osteopathic Medicine 2009) [2014]

CARRIE HOLLOWAY LIND, Assistant Professor of Clinical Pediatrics B.A. (Tennessee 2004); M.D. (Tennessee, Memphis 2004) [2012]

CHRISTOPHER D. LIND, Professor of Medicine B.A. (Pomona 1977); M.D. (Vanderbilt 1981) [1988]

MARY LOU LINDEGREN, Associate Professor of Pediatrics B.S., M.D. (Duke 1981, 1986); M.P.H. (Emory 2010) [2010]

CRAIG W. LINDSLEY, William K. Warren, Jr. Chair in Medicine; Professor of Pharmacology; Professor of Chemistry B.S. (California State, Chico 1992); Ph.D. (California, Santa Barbara 1996) [2006]

FRANK WEN-YUNG LING, Clinical Professor of Obstetrics and Gynecology A.B. (Wabash 1970); M.D. (Texas, Southwestern Medical 1974) [2004]

ANDREW J. LINK, Associate Professor of Pathology, Microbiology, and Immunology; Assistant Professor of Biochemistry B.S., B.A., M.A. (Washington University 1987, 1987, 1987); Ph.D. (Harvard 1994) [1999]

CATHERINE R. LINN, Assistant Professor of Clinical Medicine B.A. (William and Mary 1994); M.D. (Vanderbilt 2002) [2005]

MACRAE F. LINTON, Dr. Stephen J. Schillig, Jr. and Mary Schillig Chair in Medicine; Professor of Medicine; Professor of Pharmacology B.S. (Tulane 1978); M.D. (Tennessee, Memphis 1985) [1993]

ANDREW J. LIPNIK, Assistant Professor of Clinical Radiology and Radiological Sciences B.S., M.D. (Michigan 1999, 2004) [2013]

LISA LIPPINCOTT, Assistant in Psychiatry B.S.N. (University of the State of New York Regents College 2000); M.S.N. (South Alabama 2006) [2013]

M. JANIE LIPPS, Assistant in Medicine B.S.N., M.S.N. (Medical College of Virginia 1976, 1980) [2002]

NANCY B. LIPSITZ, Assistant Clinical Professor of Obstetrics and Gynecology B.A. (Brown 1987); M.D. (Rochester 1993) [1998]

LOREN P. LIPWORTH, Research Associate Professor of Medicine Sc.B. (Brown 1991); Sc.D. (Harvard 1996) [2011]


MICHAEL R. LISKE, Associate Clinical Professor of Pediatrics B.S. (Oral Roberts 1984); M.D. (Michigan 1989) [2003]

JOSEPH A. LITTLE III, Clinical Instructor in Pediatrics B.A., M.D. (Vanderbilt 1972, 1977) [2012]

DANDAN LIU, Assistant Professor of Biostatistics B.S. (Fudan [China] 2002); M.A. (Missouri 2005); Ph.D. (Michigan 2010) [2011]

QI LIU, Research Assistant Professor of Biomedical Informatics B.S., M.S. (Hunan [China] 1997, 2000); Ph.D. (Shanghai Jiao Tong [China] 2003) [2013]

QINGDU LIU, Research Assistant Professor of Medicine Ph.D. (University of Science and Technology of China, Hefei 2000) [2008]

C. MICHAEL LOCKE, Assistant Clinical Professor of Oral and Maxillofacial Surgery D.M.D. (Alabama, Birmingham 1993); M.D. (Vanderbilt 1996) [2003]

CHRISTI M. LOCKLEAR, Assistant in Medicine M.S.N. (Vanderbilt 2006) [2012]

MARY CAROLINE LOGHRY, Assistant Clinical Professor of Pediatrics B.S. (Tennessee Technological 1988); M.D. (Meharry Medical 2003) [2006]

JOHN T. LOH, Research Assistant Professor of Medicine B.Sc., Ph.D. (Michigan State 1988, 1994) [2002]

SAMER LOLEH, Assistant Clinical Professor of Pediatrics M.D. (Damascus [Syria] 1996) [2007]

JEFFERSON P. LOMENICK, Associate Professor of Pediatrics B.S., M.D. (Vanderbilt 1994, 1998) [2008]

KIMBERLY D. LOMIS, Associate Dean for Undergraduate Medical Education; Associate Professor of Medical Education and Administration; Associate Professor of Surgery B.A. (Texas 1988); M.D. (Texas, Southwestern Medical 1992) [1998]

JIRONG LONG, Associate Professor of Medicine B.A., M.S., Ph.D. (Sichuan Agricultural University [China] 1994, 1997, 2001) [2004]

LIBBY LONG, Clinical Instructor in Pediatrics B.A. (Northwestern 1996); M.D. (Illinois, College of Medicine, Chicago 2000) [2012]

RUTH BARRON LONG, Clinical Professor of Pediatrics B.S. (Auburn 1978); M.D. (Vanderbilt 1982) [2007]

WILLIAM R. LONG, Clinical Professor of Pediatrics B.S. (Vanderbilt 1969); M.D. (Kentucky, Lexington 1973) [1976]

COLIN G. LOONEY, Assistant Professor of Clinical Orthopaedic Surgery and Rehabilitation B.S. (Washington and Lee 1996); M.D. (Duke 2001) [2009]

PETER T. LOOSEN, Professor of Psychiatry, Emeritus M.D., Ph.D. (Munich [Germany] 1970, 1974) [1986]

CARLOS F. LOPEZ, Assistant Professor of Cancer Biology; Assistant Professor of Biomedical Engineering B.S. (Miami 1998); Ph.D. (Pennsylvania 2004) [2012]

ASHLEY J. LORD, Assistant in Medicine B.S.N. (Clemson 2003); M.S.N. (Vanderbilt 2010) [2010]

NANCY M. LORENZI, Assistant Vice Chancellor for Health Affairs; Professor of Biomedical Informatics A.B. (Youngstown State 1966); M.S. (Case Western Reserve 1968); M.A. (Louisville 1975); Ph.D. (Cincinnati 1980); PhD,HSM [2001]

WHITNEY A. LORING, Assistant Professor of Pediatrics; Assistant Professor of Psychiatry B.S. (Florida 2002); M.A. (Argosy 2005); Psy.D. (Georgia Professional School of Psychology 2008) [2011]

RICHARD R. LOTSHAW, Assistant Professor of Clinical Obstetrics and Gynecology B.S. (Ohio State 1981); M.D. (West Virginia 1988) [2008]

STEVEN A. LOVEJOY, Assistant Professor of Orthopaedic Surgery and Rehabilitation B.S. (Kentucky, Lexington 1976); M.D. (West Virginia 1980) [2006]

CHRISTINE M. LOVLY, Assistant Professor of Medicine; Assistant Professor of Cancer Biology B.A. (Johns Hopkins 1997); Ph.D., M.D. (Washington University 2006, 2006) [2012]

JAMIE D. LOWE, Assistant in Medicine B.S.N. (Western Kentucky 2006); M.S.N. (Vanderbilt 2011) [2012]

LISA L. LOWE, Clinical Professor of Pediatrics B.S. (Middle Tennessee State 1980); M.D. (East Tennessee State 1984) [2007]

WHITSON LOWE, Assistant Clinical Professor of Urologic Surgery B.A. (Yale 1981); M.D. (Vanderbilt 1986) [1992]

DEBORAH E. LOWEN, Associate Professor of Pediatrics B.S. (Duke 1989); M.D. (Wake Forest 1993) [2010]

JAMES E. LOYD, Rudy W. Jacobson Chair in Pulmonary Medicine; Professor of Medicine B.S., M.D. (West Virginia 1969, 1973) [1983]

JOHNNY CHEN LU, Clinical Instructor in Pediatrics B.A. (Yale 2005); M.D. (Vanderbilt 2009) [2012]

JOHN A. LUCAS III, Assistant Professor of Clinical Obstetrics and Gynecology B.S. (Mississippi 1970); M.D. (Alabama, Birmingham 1974) [2009]

JONATHAN D. LUCAS, Assistant Professor of Clinical Oral and Maxillofacial Surgery B.A. (Mississippi 1991); D.D.S. (Tennessee 1997) [2008]

GWYNETTA M. LUCKETT, Assistant Clinical Professor of Pediatrics B.S. (Alabama State 1994); M.D. (South Alabama 1998) [2008]

FRIEDRICH C. LUFT, Adjunct Professor of Medicine B.A. (Colorado College 1964); M.D. (Thomas Jefferson 1968) [2012]

ZIGMUND A. LUKA, Research Professor of Biochemistry B.S. (Grodno [Belarus] 1972); Ph.D. (National Academy of Sciences [Belarus] 1978) [1999]

WILFRED A. LUMBANG, Assistant Professor of Medicine B.A. (Guam 1995); M.D. (Vermont 2000) [2011]

WILLIAM E. LUMMUS, Assistant Professor of Emergency Medicine B.S. (Birmingham-Southern 1990); M.D. (Alabama, Birmingham 1994) [1998]

ELIZABETH LUNBECK, Nelson O.Tyrone, Jr., Chair in American History; Professor of History; Professor of Psychiatry B.A. (Duke 1975); Ph.D. (Harvard 1984) [2006]

LEA ANN LUND, Clinical Instructor in Pediatrics B.S. (Tennessee 1998); M.D. (Tennessee, Memphis 2003) [2008]

HAOXIANG LUO, Associate Professor of Mechanical Engineering; Assistant Professor of Otolaryngology B.S., M.S. (Tsinghua [China] 1996, 1999); Ph.D. (California, San Diego 2004) [2007]

WEIFENG LUO, Research Instructor in Surgery B.S. (Xinxiang Medical College[China] 1986); M.S. (Henan Medical [China] 1995); Ph.D. (Chinese Academy of Preventive Medicine 2001) [2014]

WENTIAN LUO, Research Instructor in Medicine B.S. (Shanghai Medical [China] 1982); M.D. (Xi'an Medical [China] 1990); Ph.D. (Nagasaki [Japan] 1997) [2006]

YU LUO, Assistant Professor of Radiology and Radiological Sciences B.S., M.S. (China Pharmaceutical 1987, 1992); Ph.D., M.D. (Wayne State 1998, 2005) [2012]

MELANIE LUTENBACHER, Associate Professor of Nursing; Associate Professor of Pediatrics B.S.N. (Texas 1974); M.S.N. (California State 1986); Ph.D. (Kentucky, Lexington 1994) [1993]

TERRY P. LYBRAND, Professor of Chemistry; Professor of Pharmacology B.S. (South Carolina 1980); Ph.D. (California, San Francisco 1984) [2000]

JOHN B. LYNCH, Professor of Plastic Surgery, Emeritus B.S. (Vanderbilt 1949); M.D. (Tennessee, Memphis 1952) [1973]

CAMILA B. LYON, Assistant Professor of Anesthesiology B.S. (Virginia Polytechnic Institute 2005); M.D. (Pennsylvania State 2009) [2014]

JI MA, Adjoint Assistant Professor of Pediatrics M.D., Ph.D. (Shanghai Medical [China] 1993, 1998); M.S.C.I. (Vanderbilt 2005) [2002]

IAN G. MACARA, Louise B. McGavock Chair; Professor of Cell and Developmental Biology; Chair of the Department of Cell and Developmental Biology B.Sc., Ph.D. (Sheffield [U.K.] 1970, 1974) [2012]


ROBERT L. MACDONALD, Gerald M. Fenichel Chair in Neurology; Professor of Neurology; Professor of Molecular Physiology and Biophysics; Professor of Pharmacology; Chair of the Department of Neurology S.B. (Massachusetts Institute of Technology 1966); Ph.D., M.D. (Virginia 1969, 1973) [2001]

JAMES R. MACDONALD, Instructor in Clinical Medicine; Instructor in Clinical Pediatrics B.S., M.D. (Dalhousie [Canada] 1991, 1995) [2004]

RACHEL LENOX MACE, Associate Professor of Clinical Pediatrics B.S. (Purdue 1982); M.D. (Vanderbilt 1986) [1989]

JOHN W. MACEY, JR., Clinical Instructor in Obstetrics and Gynecology B.A., M.D. (Vanderbilt 1982, 1986) [1991]

JASON MACGURN, Assistant Professor of Cell and Developmental Biology B.A. (Chicago 2000); Ph.D. (California, San Francisco 2007) [2013]

JAMES J. MADDEN, JR., Assistant Professor of Plastic Surgery B.S., M.D. (Georgetown 1962, 1966) [2006]

LISETTE ANNE MADDISON, Research Instructor in Molecular Physiology and Biophysics B.S. (Puget Sound 1992); Ph.D. (Baylor 2003) [2013]

MEENAKSHI S. MADHUR, Assistant Professor of Medicine B.S. (Duke 1996); Ph.D., M.D. (Virginia 2003, 2005) [2012]

MARK A. MAGNUSON, Louise B. McGavock Chair; Professor of Molecular Physiology and Biophysics; Professor of Cell and Developmental Biology; Professor of Medicine B.A. (Luther 1975); M.D. (Iowa 1979) [1987]

ANITA MAHADEVAN-JANSEN, Orrin H. Ingram Chair in Biomedical Engineering; Professor of Biomedical Engineering; Professor of Neurological Surgery B.S., M.S. (Bombay [India] 1988, 1990); M.S., Ph.D. (Texas 1993, 1996) [1997]

ROSEANN MAIKIS, Clinical Instructor in Obstetrics and Gynecology B.S. (Boston College 1992); M.D. (Stony Brook 1996) [2000]

SUSAN M. KRISINSKI MAJKA, Associate Professor of Medicine; Associate Professor of Pathology, Microbiology, and Immunology; Associate Professor of Cell and Developmental Biology B.S. (Rutgers 1992); Ph.D. (New Mexico 1997) [2012]

AMY S. MAJOR, Associate Professor of Medicine; Associate Professor of Pathology, Microbiology, and Immunology B.S. (Wheeling Jesuit 1991); Ph.D. (West Virginia, Parkersburg 1998) [2002]

CHERYL W. MAJOR, Senior Associate in Pediatrics B.S.N. (Skidmore 1968) [1997]

ARNOLD W. MALCOLM, Cornelius Vanderbilt Chair in Radiation Oncology; Professor of Radiation Oncology; Chair of the Department of Radiation Oncology B.A. (Kent State 1969); M.D. (Meharry Medical 1973) [2005]

CHRISTOPHER T. MALEY, Assistant Professor of Clinical Psychiatry B.A. (Memphis 1994); M.D. (Tennessee, Memphis 2006) [2010]

BRADLEY A. MALIN, Associate Professor of Biomedical Informatics; Associate Professor of Computer Science B.S., M.S., M.Phil., Ph.D. (Carnegie Mellon 2000, 2002, 2003, 2006) [2006]

SIMON A. MALLAL, Major E.B. Stahlman Chair in Infectious Diseases; Professor of Pathology, Microbiology, and Immunology; Professor of Medicine M.B.B.S. (Western Australia 1983) [2013]

ROBERT E. MALLARD, Clinical Professor of Pediatrics B.A. (Rochester 1971); M.D. (Vanderbilt 1974) [1977]

MELINDA B. MALLETTE, Clinical Instructor in Pediatrics B.S. (Middle Tennessee State 2000); M.D. (Tennessee, Memphis 2004) [2012]

NASREEN MALLIK, Assistant Clinical Professor of Psychiatry M.B.B.S. (Jawaharlal Nehru [India] 1989) [2004]

EMILY MALONE, Clinical Instructor in Pediatrics B.S. (Alabama 2005); M.D. (Alabama, Birmingham 2009) [2013]

BETH ANN MALOW, Burry Chair in Cognitive Childhood Development; Professor of Neurology; Professor of Pediatrics B.S., M.D. (Northwestern 1984, 1986); M.S. (Michigan 1997) [2003]

SIMON MALTAIS, Assistant Professor of Cardiac Surgery; Assistant Professor of Medicine M.Sc., M.D. (Sherbrooke [Canada] 2003, 2003) [2011]

BRAD E. MALTZ, Assistant Professor of Clinical Medicine B.S. (Florida Atlantic 1998); M.D. (Miami 2003) [2006]

RAVINDER REDDY MANDA, Assistant Professor of Clinical Medicine M.D. (Kakatiya [India] 1990) [2009]

MARY VIRGINIA T. MANLEY, Associate in Psychiatry; Adjunct Professor of Nursing B.S.N., M.S.N. (Vanderbilt 1966, 1981) [1990]

H. CHARLES MANNING, Associate Professor of Radiology and Radiological Sciences; Associate Professor of Neurological Surgery B.Sc. (Tarleton State 2000); Ph.D. (Texas Tech University 2004) [2008]

JOHN F. MANNING, JR., Associate Vice Chancellor for Health Affairs; Senior Associate Dean for Operations and Administration; Assistant Professor of Medical Education and Administration; Chief Administrative Officer B.S. (Worcester Polytechnic Institute 1980); Ph.D. (Notre Dame 1986); M.B.A. (Chicago 1997) [2004]

LINDA G. MANNING, Assistant Professor of Clinical Psychiatry B.S., Ph.D. (Texas 1977, 1988) [1998]

KEVIN M. MAQUILING, Assistant Professor of Clinical Medicine B.A. (Pennsylvania 1987); M.D. (Rush 1991) [2011]

LARRY W. MARKHAM, Associate Professor of Pediatrics; Associate Professor of Medicine B.S. (Belmont 1992); M.D. (East Tennessee State 1996); M.S. (Cincinnati 2006) [2007]

MELINDA H. MARKHAM, Assistant Professor of Clinical Pediatrics B.A. (Hendrix 1992); M.D. (Arkansas 1996) [2007]

PAMELA A. MARKS-SHULMAN, Research Instructor in Surgery B.S. (Tennessee State 1996); M.S. (Middle Tennessee State 1999) [2006]

LAWRENCE J. MARNETT, Associate Vice Chancellor for Research; Senior Associate Dean for Biomedical Sciences; University Professor of Biochemistry and Chemistry; Mary Geddes Stahlman Chair in Cancer Research; Professor of Chemistry; Professor of Pharmacology B.S. (Rockhurst 1969); Ph.D. (Duke 1973) [1989]

SAMUEL R. MARNEY, JR., Associate Professor of Medicine, Emeritus B.A., M.D. (Virginia 1955, 1960) [1968]

DAVID J. MARON, Professor of Medicine; Professor of Emergency Medicine B.A. (Stanford 1976); M.D. (Southern California 1981) [1993]

KRISTIN EHST MARTEL, Assistant Clinical Professor of Pediatrics B.S., M.D. (Vanderbilt 1999, 2003) [2007]

JASON B. MARTIN, Assistant Professor of Family and Community Medicine at Meharry Medical College; Assistant Professor of Clinical Medicine at Vanderbilt B.S. (Tulane 1997); M.D. (South Alabama 2002) [2009]

PETER R. MARTIN, Professor of Psychiatry; Professor of Pharmacology B.Sc., M.D. (McGill [Canada] 1971, 1975); M.Sc. (Toronto [Canada] 1979) [1986]

RAYMOND S. MARTIN III, Associate Clinical Professor of Surgery at St. Thomas Medical Center B.A. (Vanderbilt 1972); M.D. (Johns Hopkins 1976) [1987]

RITA MANRY MARTIN, Assistant in Surgery B.A. (University of the South 2003); M.S.N. (Vanderbilt 2009) [2011]

SARA F. MARTIN, Assistant Professor of Medicine B.S., M.D. (North Carolina 2002, 2006) [2010]

T. JOHN MARTIN, Adjunct Research Professor of Medicine M.B.B.S., M.D., D.Sc. (Melbourne [Australia] 1960, 1969, 1979) [2010]

WILLIAM H. MARTIN, Professor of Radiology and Radiological Sciences; Professor of Medicine B.S. (William and Mary 1971); M.D. (Medical University of South Carolina 1975) [1995]

J. ANDRES MARTINEZ, Assistant Professor of Pediatrics B.S., M.D. (South Alabama 1995, 1999) [2003]

WILLIAM MARTINEZ, Assistant Professor of Medicine A.B. (Dartmouth 1999); M.S. (California, Berkeley 2005); M.D. (California, San Francisco 2007) [2013]


JEFFREY E. MARTUS, Assistant Professor of Orthopaedic Surgery and Rehabilitation B.S.E., M.S., M.D. (Michigan 1996, 1998, 2001) [2007]

DEBBIE A. MASEMER, Assistant in Surgery B.S.N. (Middle Tennessee State 2000); M.S.N. (Vanderbilt 2006) [2011]

LEILANI M. MASON, Assistant Professor of Clinical Obstetrics and Gynecology B.S. (Alverno 1998); M.S.N. (Marquette 2001) [2009]

PHILLIP R. MASON, Instructor in Orthopaedic Surgery and Rehabilitation B.S., M.D. (South Carolina 2004, 2008) [2014]

PIERRE P. MASSION, Ingram Professor of Cancer Research; Professor of Medicine; Professor of Cancer Biology B.S., M.D. (Universit Catholique de Louvain [Belgium] 1983, 1987) [2001]

DORA SZTIPANOVITS MATHE, Instructor in Clinical Ophthalmology and Visual Sciences B.S. (Washington University 2002); M.S. (Vanderbilt 2004); O.D. (California, Berkeley 2008) [2011]

SIJO MATHEW, Research Assistant Professor of Medicine B.F.A. (Kerala [India] 1998); Ph.D. (Central Food Technological Research Institute [India] 2006) [2012]

JEFFREY A. MATHEWS, Assistant Clinical Professor of Surgery B.S. (Tennessee 1990); M.D. (Memphis 1994) [2012]

LYNN M. MATRISIAN, Adjunct Professor of Cancer Biology B.S. (Bloomsburg 1975); Ph.D. (Arizona 1982) [1986]

ROBERT T. MATTHEWS, Research Associate Professor of Molecular Physiology and Biophysics B.S. (Ursinus 1971); Ph.D. (Florida 1978) [2005]

ROBERT J. MATUSIK, William L. Bray Chair in Urology; Professor of Urologic Surgery; Professor of Cell and Developmental Biology; Professor of Cancer Biology B.S. (Loyola 1970); Ph.D. (Rochester 1976) [1996]

LOUISE ANN MAWN, Associate Professor of Ophthalmology and Visual Sciences; Associate Professor of Neurological Surgery B.A. (Duke 1985); M.D. (Wake Forest 1990) [1998]

G. PATRICK MAXWELL, Assistant Clinical Professor of Plastic Surgery B.S., M.D. (Vanderbilt 1968, 1972) [1981]

ADDISON K. MAY, Professor of Surgery; Professor of Anesthesiology B.A. (Virginia 1982); M.D. (Medical University of South Carolina 1988) [2001]

JAMES M. MAY, Professor of Medicine; Professor of Molecular Physiology and Biophysics B.S. (Yale 1969); M.D. (Vanderbilt 1973) [1986]

KANAH N. MAY, Assistant in Medicine B.S.N. (Grand Canyon 2006); M.S.N. (Vanderbilt 2009) [2010]

MICHAEL E. MAY, Assistant Professor of Medicine B.S. (Spring Hill 1971); Ph.D., M.D. (Medical University of South Carolina 1976, 1978) [1986]

INGRID A. MAYER, Associate Professor of Medicine M.D. (Sao Paulo [Brazil] 1993); M.S.C.I. (Vanderbilt 2006) [2003]

WILLIAM H. MAYNARD, Assistant Professor of Clinical Medicine B.A. (Vanderbilt 1987); M.D. (Tennessee, Memphis 1992) [1996]

PATRICK O'NEAL MAYNORD, Assistant Professor of Pediatrics; Assistant Professor of Anesthesiology B.S. (Tennessee 1999); M.D. (Tennessee, Memphis 2004) [2011]

JACKIEL R. MAYO, Assistant Professor of Radiology and Radiological Sciences M.D. (Cape Town [South Africa] 1968) [1996]

FRANCISCO J. MAYORQUIN, Assistant Clinical Professor of Medicine B.A., M.D. (South Florida 1984, 1989) [1996]

MURRAY J. MAZER, Associate Professor of Radiology and Radiological Sciences; Assistant Professor of Surgery B.Sc., M.D. (Manitoba [Canada] 1965, 1969) [1982]

VIRGINIA B. MAZZONI, Assistant Professor of Clinical Obstetrics and Gynecology B.S. (Clemson 2001); M.D. (Medical University of South Carolina 2005) [2010]

MARY RUTH MCBEAN, Instructor in Clinical Medicine; Instructor in Clinical Pediatrics M.D. (Toronto [Canada] 1978) [2013]

CRAIG F. MCCABE, Clinical Instructor in Ophthalmology and Visual Sciences B.A. (Ohio Northern 1983); M.S. (Illinois State 1986); Ph.D., M.D. (Medical University of South Carolina 1992, 1995) [2002]

DEVIN L. MCCASLIN, Associate Professor of Hearing and Speech Sciences B.S. (Northern Michigan 1992); M.S. (Wayne State 1995); Ph.D. (Ohio State 1999) [2003]

LISA J. MCCAWLEY, Research Associate Professor of Cancer Biology B.A. (Pennsylvania 1992); Ph.D. (Northwestern 1998) [2003]

MARK S. MCCLAIN, Research Associate Professor of Medicine B.S. (Ohio State 1987); Ph.D. (Michigan 1992) [1999]

ROBERT W. MCCLURE, Assistant Clinical Professor of Medicine B.S. (Lipscomb 1982); M.D. (Vanderbilt 1986) [1992]

NICOLE STREIFF MCCOIN, Assistant Professor of Emergency Medicine B.S., M.D. (Vanderbilt 1999, 2003) [2006]

DEBRA J. MCCROSKEY, Instructor in Clinical Pediatrics; Instructor in Clinical Medicine B.S. (Wisconsin, Milwaukee 1983); M.D. (Kansas 1984) [1995]

THOMAS L. MCCURLEY III, Associate Clinical Professor of Pathology, Microbiology, and Immunology B.E., M.D. (Vanderbilt 1970, 1974) [1983]

HEATHER L. MCDANIEL, Assistant Professor of Clinical Pediatrics B.S. (Indiana, Bloomington 1999); M.S. (Indiana-Purdue, Fort Wayne 2000); M.D. (Indiana, Indianapolis 2005) [2011]

KEVIN MCDONAGH, Professor of Medicine B.S., M.D. (Columbia 1980, 1984) [2013]

EDWARD C. MCDONALD, Associate Professor of Clinical Pathology, Microbiology, and Immunology B.S. (Middle Tennessee State 1970); M.D. (Tennessee, Memphis 1974) [1984]

MICHEL A. MCDONALD, Assistant Professor of Medicine A.B. (Duke 1989); M.D. (Louisville 1993); M.B.A. (Tennessee 2005) [1997]

MORGAN FITZ MCDONALD, Assistant Professor of Medicine; Assistant Professor of Pediatrics B.A., M.D. (Vanderbilt 1999, 2003) [2008]

OLIVER MCDONALD, Assistant Professor of Pathology, Microbiology, and Immunology B.S. (Tennessee, Chattanooga 2000); Ph.D., M.D. (Virginia 2005, 2007) [2013]

W. HAYES MCDONALD, Research Assistant Professor of Biochemistry B.S. (University of the South 1993); Ph.D. (Vanderbilt 1999) [2008]

JULIE MCELROY, Clinical Instructor in Pediatrics B.S. (Georgia 2002); M.D. (Mercer 2006) [2009]

MATTHEW D. MCEVOY, Associate Professor of Anesthesiology B.A. (Harvard 1997); M.D. (Medical University of South Carolina 2003) [2013]

LYNNE L. MCFARLAND, Associate in Psychiatry B.S., M.A. (Tennessee 1966, 1969); M.Ed., M.S.N. (Vanderbilt 1985, 1991) [1997]

ELIZABETH L. MCFARLIN, Clinical Instructor in Pediatrics B.S. (Lipscomb 2004); M.D. (East Tennessee State 2008) [2012]

DANIEL MCGINLEY, Clinical Instructor in Pediatrics B.A. (Wake Forest 2004); M.D. (East Tennessee State 2008) [2012]

LAURA YOUNG MCGIRT, Adjunct Assistant Professor of Medicine B.S., M.D. (Duke 1998, 2003) [2010]

CATHERINE C. MCGOWAN, Associate Professor of Medicine B.A., M.D. (Kansas 1983, 1987) [1995]

TRACY L. MCGREGOR, Assistant Professor of Pediatrics B.S. (Notre Dame 1999); M.D. (Washington University 2003); M.S.C.I. (Vanderbilt 2011) [2008]

SUSAN G. MCGREW, Adjunct Associate Professor of Pediatrics B.A. (Vermont 1976); M.D. (Northwestern 1981) [1988]

OWEN PATRICK MCGUINNESS, Professor of Molecular Physiology and Biophysics B.S. (SUNY, Stony Brook 1978); Ph.D. (Louisiana State 1983) [1984]

PHILIP MCGUIRE, Assistant Clinical Professor of Radiology and Radiological Sciences B.S. (Notre Dame 1988); M.D. (Vanderbilt 1992) [2009]


HASSANE S. MCHAOURAB, Louise B. McGavock Chair; Professor of Molecular Physiology and Biophysics; Professor of Chemistry B.S., M.S. (American University of Beirut [Lebanon] 1987, 1989); Ph.D. (Medical College of Wisconsin 1993) [2000]

MICHAEL J. MCHUGH, Associate Clinical Professor of Orthopaedic Surgery and Rehabilitation B.S. (Oregon 1980); M.D. (Johns Hopkins 1984) [2000]

JAMES A. MCKANNA, Associate Professor of Cell and Developmental Biology, Emeritus B.A. (Saint Olaf 1966); Ph.D. (Wisconsin 1972) [1976]

SAMUEL J. MCKENNA, Chair of the Department of Oral and Maxillofacial Surgery B.A. (California, San Diego 1976); D.D.S. (California, Los Angeles 1980); M.D. (Vanderbilt 1983) [1985]

JARED JOHN MCKINNEY, Assistant Professor of Emergency Medicine B.S. (Purdue 1999); M.D. (Vanderbilt 2003) [2006]

JEFFRY P. MCKINZIE, Assistant Professor of Emergency Medicine; Assistant Professor of Pediatrics B.S. (Harding 1982); M.D. (Medical College of Virginia 1986) [1991]

JACINTHA N. MCKOY, Assistant in Medicine B.A., M.S., M.P.H. (North Carolina 1999, 2004, 2009) [2010]

BETHANN MCLAUGHLIN, Assistant Professor of Neurology; Assistant Professor of Pharmacology B.A. (Skidmore 1990); Ph.D. (Pennsylvania 1997) [2002]

JANEL R. MCLEAN, Research Assistant Professor of Cell and Developmental Biology; Research Assistant Professor of Chemistry B.A. (Maryville 2000); M.S. (Cornell 2003); Ph.D. (Texas A & M 2007) [2012]

MICHAEL J. MCLEAN, Associate Professor of Neurology; Associate Professor of Pharmacology A.B. (Chicago 1970); Ph.D., M.D. (Virginia 1976, 1978) [1985]

ALEXANDER C. MCLEOD, Clinical Professor of Medicine, Emeritus A.B. (Princeton 1956); M.D. (Duke 1960); M.B.A. (Vanderbilt 1988) [1999]

BRUCE C. MCLEOD, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Texas Christian 1980); D.D.S. (National Naval Dental School 1993) [2007]

KARIE A. MCLEVAIN-WELLS, Assistant Clinical Professor of Pediatrics B.A. (Lipscomb 1990); M.D. (East Tennessee State 1996) [2000]

DOUGLAS G. MCMAHON, Stevenson Chair in Biological Sciences; Professor of Biological Sciences; Professor of Pharmacology; Chair, Department of Biological Sciences B.A., Ph.D. (Virginia 1980, 1986) [2002]

KEVIN T. MCMANUS, Associate Professor of Clinical Radiology and Radiological Sciences B.S. (Gannon 1978); M.D. (Hahnemann Medical 1982) [1999]

ELISE D. MCMILLAN, Senior Associate in Psychiatry B.A. (Texas Tech University 1974); J.D. (Nashville School of Law 1983) [1995]

SHEILA P. MCMORROW, Assistant Professor of Pediatrics B.B.E. (Catholic University of America 1996); M.D. (Medical College of Georgia 2000) [2006]

MICHAEL J. MCNAMARA, Associate Professor of Clinical Orthopaedic Surgery and Rehabilitation B.A. (Johns Hopkins 1980); M.D. (Duke 1984) [1990]

CANDACE D. MCNAUGHTON, Assistant Professor of Emergency Medicine M.D. (Washington University 2006); B.S. (Brigham Young 2007) [2010]

MARY MCNEAL, Clinical Instructor in Pediatrics B.S. (Western Kentucky 1994); M.D. (Louisville 1998) [2012]

MELISSA L. MCPHEETERS, Research Associate Professor of Health Policy; Research Associate Professor of Medicine B.A. (Wisconsin 1992); M.P.H., Ph.D. (North Carolina 1996, 2003) [2007]

JOHN A. MCPHERSON, Associate Professor of Medicine B.A. (Princeton 1989); M.D. (California, Los Angeles 1993) [2006]

KATHRYN ANN KELLY MCQUEEN, Associate Professor of Anesthesiology B.A. (Colorado College 1984); M.D. (Vermont 1991); M.P.H. (Harvard 2002) [2012]

JOHN R. MCRAE, Assistant Clinical Professor of Medicine B.S. (Georgia Institute of Technology 1968); M.D. (Duke 1972) [1981]

DENNIS T. MCWEENEY, Assistant Professor of Obstetrics and Gynecology B.S. (Hahnemann Medical 1997); D.O. (Arizona College of Osteopathic Medicine 2003); M.Sc. (Mayo Medical 2010) [2010]

BETH P. MEADOR, Assistant in Medicine B.S.N. (Eastern Kentucky 1975); M.S.N. (Vanderbilt 1977) [1988]

CLIFTON K. MEADOR, Professor of Medicine, Emeritus B.A., M.D. (Vanderbilt 1952, 1955) [1973]

KEITH G. MEADOR, Professor of Psychiatry; Professor of Health Policy; Director, Center for Biomedical Ethics and Society B.A. (Vanderbilt 1978); M.D. (Louisville 1982); Th.M. (Duke 1986); M.P.H. (North Carolina 1988) [2010]

M. PORTER MEADORS III, Assistant Clinical Professor of Medicine B.S. (Washington and Lee 1979); M.D. (Mississippi 1984) [1990]

ANNA L. MEANS, Assistant Professor of Cell and Developmental Biology; Research Assistant Professor of Surgery B.S. (Ohio 1984); Ph.D. (Wisconsin, Milwaukee 1991) [2000]

JULIE A. MEANS-POWELL, Assistant Professor of Medicine B.A. (Texas Tech University 1991); M.D. (East Carolina 1997) [2004]

KAREN M. MEGGAZINI, Adjunct Assistant Professor of Health Policy B.S. (Framingham State 1989); M.S. (Copenhagen [Denmark] 2001); Dr.P.H. (Alabama, Birmingham 2008) [2012]

SEJAL J. MEHTA, Assistant Professor of Clinical Pediatrics B.A., M.D. (East Tennessee State 1999, 2004) [2013]

JENS MEILER, Associate Professor of Chemistry; Associate Professor of Pharmacology VorDiplom, Diploma (Leipzig {Germany] 1995, 1998); Ph.D. (Frankfurt [Germany] 2001) [2005]

BRUCE J. MELANCON, Research Instructor in Pharmacology B.S. (Louisiana State 2002); Ph.D. (Notre Dame 2008) [2012]

HERBERT Y. MELTZER, Adjunct Professor of Psychiatry B.A. (Cornell 1958); M.A. (Harvard 1959); M.D. (Yale 1963) [1996]

GREGORY A. MENCIO, Professor of Orthopaedic Surgery and Rehabilitation A.B., M.D. (Duke 1977, 1981) [1991]

LISA A. MENDES, Associate Professor of Medicine B.A. (Ithaca 1983); M.D. (Connecticut 1987) [2002]

RAYMOND L. MENEELY, Clinical Professor of Pediatrics B.S. (Houghton 1969); M.D. (Pittsburgh 1973) [1981]

STEVEN G. MERANZE, Professor of Radiology and Radiological Sciences; Professor of Surgery; Professor of Urologic Surgery; Vice Chair Department of Radiology and Radiological Sciences B.S. (Philadelphia 1975); M.D. (Thomas Jefferson 1979) [1992]

SUSAN L. MERCER, Adjunct Assistant Professor of Pharmacology B.S. (Seton Hill 2004); Ph.D. (Maryland 2008) [2008]

NIPUN B. MERCHANT, Professor of Surgery; Professor of Cancer Biology B.A. (New York 1985); M.D. (SUNY, Brooklyn 1990) [2001]

RAYMOND L. MERNAUGH, Director MLI Graduate Program; Research Associate Professor of Biochemistry B.S., M.S. (South Dakota State 1973, 1976); Ph.D. (Iowa State 1987) [1996]

WALTER H. MERRILL, Professor of Cardiac Surgery; Chief of Staff, Vanderbilt University Hosptial B.A. (University of the South 1970); M.D. (Johns Hopkins 1974) [2012]

WILLIAM DAVID MERRYMAN, Assistant Professor of Biomedical Engineering; Assistant Professor of Pharmacology; Assistant Professor of Pediatrics; Assistant Professor of Medicine; Director of Graduate Recruiting, Biomedical Engineering B.S., M.S. (Tennessee 2001, 2002); Ph.D. (Pittsburgh 2007) [2009]

HOWARD R. MERTZ, Assistant Clinical Professor of Medicine B.A. (Johns Hopkins 1982); M.D. (Baylor 1986) [1994]

INGRID M. MESZOELY, Associate Professor of Surgery B.A. (Northeastern 1985); M.D. (Boston University 1993) [2004]

BRET ALLEN METTLER, Assistant Professor of Cardiac Surgery B.S., M.D. (South Dakota 1996, 2000) [2010]


JONATHAN M. METZL, Frederick B. Rentschler II Professor of Sociology and Medicine, Health, and Society; Professor of Sociology; Professor of Medicine, Health, and Society; Professor of Psychiatry; Director of the Center for Medicine, Health, and Society B.A. (Missouri, Kansas City 1991); M.A. (Stanford 1995); M.D. (Missouri, Kansas City 1997); Ph.D. (Michigan 2001) [2011]

ALVIN H. MEYER, JR., Assistant Clinical Professor of Medicine B.S. (Louisiana State, Shreveport 1963); M.D. (Louisiana State 1967) [1974]

BARBARA O. MEYRICK-CLARRY, Professor of Pathology, Microbiology, and Immunology, Emerita M.Phil., Ph.D. (London [U.K.] 1974, 1976) [1981]

HEATHER A. MICHALAK, Assistant Clinical Professor of Pediatrics B.A. (Wooster 1998); M.D. (Pennsylvania State 2002) [2009]

CHRISTINE M. MICHEEL, Research Assistant Professor of Medicine B.S. (Washington University 1999); Ph.D. (California, Berkeley 2005) [2013]

ANDREW A. MICHEL, Assistant Professor of Psychiatry B.A. (Baylor 1999); M.D. (Vanderbilt 2003) [2009]

MARC A. MICKIEWICZ, Assistant Professor of Emergency Medicine B.S. (Illinois, Champaign 1995); M.D. (Illinois, College of Medicine, Chicago 1999) [2003]

MARTHA K. MIERS, Assistant Professor of Medical Education and Administration B.S. (Virginia Polytechnic Institute 1972); M.S. (Virginia Commonwealth 1978); M.B.A. (Vanderbilt 1986) [1980]

MICHAEL I. MIGA, Professor of Biomedical Engineering; Professor of Neurological Surgery; Professor of Radiology and Radiological Sciences B.S., M.S. (Rhode Island 1992, 1994); Ph.D. (Dartmouth 1998) [2000]

CAROL PROOPS MILAM, Assistant Clinical Professor of Psychiatry B.A., M.D. (West Virginia 1982, 1991) [1992]

LISA D. MILAM, Instructor in Clinical Obstetrics and Gynecology B.S.N. (Bethel College, Nashville [Tennessee] 1991); M.S.N. (Vanderbilt 1996) [2012]

BONNIE M. MILLER, Associate Vice Chancellor for Health Affairs; Senior Associate Dean for Health Sciences Education; Professor of Medical Education and Administration; Professor of Clinical Surgery B.A. (Colorado College 1975); M.D. (Oklahoma 1980) [1987]

GERALDINE G. MILLER, Professor of Medicine; Associate Professor of Pathology, Microbiology, and Immunology S.B. (Massachusetts Institute of Technology 1969); M.D. (California, San Diego 1973) [1990]

DAVID M. MILLER III, Professor of Cell and Developmental Biology B.S. (Southern Mississippi 1973); Ph.D. (Rice 1981) [1994]

JAMI L. MILLER, Assistant Professor of Medicine B.A., M.D. (Virginia 1984, 1988) [1996]

MATTHEW S. MILLER, Assistant Professor of Medicine; Assistant Professor of Pediatrics B.S. (Abilene Christian 1997); M.D. (Texas A & M 2002) [2007]

RANDOLPH A. MILLER, University Professor of Biomedical Informatics; Cornelius Vanderbilt Chair; Professor of Medicine A.B. (Princeton 1971); M.D. (Pittsburgh 1976) [1994]

RICHARD S. MILLER, Professor of Surgery B.A. (South Florida 1980); M.D. (Universidad CETEC [Dominican Republic] 1983) [2002]

ROBERT F. MILLER, Associate Professor of Clinical Medicine B.A. (Colorado College 1976); M.D. (Vanderbilt 1982) [2001]

RONALD V. MILLER, Clinical Professor of Pediatrics B.A. (Mississippi 1972); M.D. (Mississippi, Jackson 1976) [1983]

JAMES B. MILLS, JR., Assistant in Medicine B.S. (Murray State 2007); M.S.N. (Vanderbilt 2012) [2012]

GINGER LOHR MILNE, Research Associate Professor of Medicine; Research Associate Professor of Pharmacology B.S. (Wake Forest 1997); Ph.D. (Vanderbilt 2002) [2005]

KAROLY MIRNICS, James G. Blakemore Chair in Psychiatry; Professor of Psychiatry; Vice Chair for Research, Department of Psychiatry; Associate Director Kennedy Center M.D., M.Sc. (Novi Sad [Serbia] 1986, 1989); Ph.D. (Semmelweis University 2010) [2006]

RICHA MISRA, Assistant Professor of Clinical Medicine B.A. (Pennsylvania 2000); M.D. (Vanderbilt 2004) [2013]

SUMATHI K. MISRA, Assistant Professor of Medicine M.P.H., M.D. (Pittsburgh 1996, 1996) [2001]

KARL E. MISULIS, Clinical Professor of Neurology B.Sc. (Queen's [Canada] 1975); Ph.D. (SUNY, Syracuse 1980); M.D. (Vanderbilt 1982) [1986]

WILLIAM M. MITCHELL, Professor of Pathology, Microbiology, and Immunology B.A., M.D. (Vanderbilt 1957, 1960); Ph.D. (Johns Hopkins 1966) [1966]

MATTHEW K. MIZUKAWA, Assistant Professor of Otolaryngology; Assistant Clinical Professor B.S. (Brigham Young 2003); Doctorate (Nevada, Las Vegas 2007) [2012]

BRET C. MOBLEY, Assistant Professor of Pathology, Microbiology, and Immunology A.B. (Stanford 1998); M.S., M.D. (Michigan 2003, 2005) [2010]

J D. MOCCO, Associate Professor of Neurological Surgery; Associate Professor of Radiology and Radiological Sciences B.S. (Miami 1995); M.D., M.S. (Columbia 2000, 2007) [2011]

ALLEN H. MOFFITT, Assistant Professor of Clinical Oral and Maxillofacial Surgery D.M.D. (Kentucky, Fort Knox 1970); M.S.D. (University of Washington 1974) [2012]

HAMED MOJAHED, Adjunct Instructor in Radiology and Radiological Sciences B.S. (Massachusetts 2004); M.S., M.Phil., Ph.D. (Columbia 2006, 2009, 2013) [2014]

GIOCONDA J. MOJICA, Assistant Professor of Ophthalmology and Visual Sciences B.S. (Texas 2002); M.D. (Chicago 2007) [2014]

SUKHBIR S. MOKHA, Professor of Neuroscience and Pharmacology at Meharry Medical College; Adjunct Professor of Pharmacology B.Sc. (Punjab State Medical [India] 1974); M.Sc. (Southampton [U.K.] 1977); Ph.D. (Edinburgh [U.K.] 1981) [1992]

KENNETH J. MONAHAN, Assistant Professor of Medicine M.S., M.D. (Virginia 1997, 2001) [2008]

STEPHEN A. MONTGOMERY, Assistant Professor of Clinical Psychiatry B.S. (Rhodes College 1990); M.D. (Tennessee, Memphis 1994) [2002]

KARIN C. MOOLMAN, Associate Professor of Clinical Medicine; Associate Professor of Clinical Pediatrics M.B.Ch.B (Universiteit Stellenbosch [South Africa] 1986) [2009]

KAREL G. MOONS, Adjunct Professor of Biostatistics M.Sc. (Netherlands Institute for Health Sciences 1994); Ph.D. (Erasmus [Netherlands] 1996) [2005]

DANIEL J. MOORE, Assistant Professor of Pediatrics; Assistant Professor of Pathology, Microbiology, and Immunology A.B. (Harvard 1996); Ph.D., M.D. (Pennsylvania 2003, 2004) [2010]

DEREK E. MOORE, Assistant Professor of Surgery B.S., M.D., M.P.H. (Vanderbilt 1995, 1999, 2004) [2008]

DONALD E. MOORE, JR., Educational Director for the Office of Continuing Professional Development B.A. (Connecticut, Stamford 1972); A.M., Ph.D. (Illinois, Champaign 1975, 1982) [2000]

MARY E. COURTNEY MOORE, Research Professor of Molecular Physiology and Biophysics B.S. (Baylor 1974); M.S.N. (Texas, San Antonio 1979); Ph.D. (Vanderbilt 1992) [1983]

JAMES DONALD MOORE, Associate Professor of Clinical Pediatrics B.A., M.D. (Kentucky, Lexington 1987, 1991) [2000]

JENNIFER E. MOORE, Associate Clinical Professor of Pediatrics B.S., M.D. (North Carolina 1988, 1992) [1995]

KELLY L. MOORE, Assistant Clinical Professor of Health Policy B.S. (Vanderbilt 1994); M.P.H. (Harvard 2000); M.D. (Vanderbilt 2000) [2005]

PAUL E. MOORE, Director Division of Pediatric Allergy, Immunology and Pulmonary Medicine B.A. (Vanderbilt 1988); M.D. (Harvard 1992) [2001]


WAYNE E. MOORE, Assistant Clinical Professor of Emergency Medicine B.A. (Oakwood 1979); M.D. (Meharry Medical 1985) [2000]

SHARON MOORE-CALDWELL, Associate Clinical Professor of Pediatrics B.S. (Grambling State 1986); M.D. (Pittsburgh 1990) [1996]

PAUL L. MOOTS, Associate Professor of Neurology; Associate Professor of Medicine B.S. (Duke 1976); M.D. (Ohio State 1980) [1991]

ANNA WHORTON MORAD, Assistant Professor of Pediatrics B.S. (Auburn 1993); M.D. (Alabama, Birmingham 1997) [2007]

MANUEL A. MORALES, Assistant Professor of Radiation Oncology B.Sc. (Universidad Nacional de Ingenier a [Peru] 1990); M.Sc., Ph.D. (Vanderbilt 1997, 2001) [2008]

HENRY H. MORAN, Assistant Clinical Professor of Radiology and Radiological Sciences M.D. (Caxias do Sul [Brazil] 1983) [2013]

S. HOUSTON K. MORAN, Clinical Instructor in Obstetrics and Gynecology B.A. (Tennessee 1975); M.D. (Meharry Medical 1981) [1987]

GORDON A. MOREAU, Assistant Clinical Professor of Pediatrics B.A. (Middlebury 1972); M.D. (SUNY, Stony Brook 1976) [1984]

GABRIELA THOMAS MOREL, Assistant Clinical Professor of Pediatrics B.S. (Tulane 1987); M.D. (Louisiana State, New Orleans 1994) [1998]

DARIN K. MORGAN, Assistant Clinical Professor of Radiology and Radiological Sciences B.S. (U.S. Air Force Academy 1987); M.D. (Mississippi, Jackson 1998) [2013]

DAVID S. MORGAN, Associate Professor of Medicine B.A. (Yale 1985); M.D. (Vanderbilt 1990) [1997]

DOUGLAS R. MORGAN, Associate Professor of Medicine B.A., B.E., B.S. (Dartmouth 1977, 1978, 1978); M.P.H. (California, San Francisco 1985); M.D. (Case Western Reserve 1991) [2011]

SUSAN L. MORGAN, Clinical Professor of Pediatrics B.S. (Tennessee Technological 1977); M.D. (East Carolina 1987) [1990]

VICTORIA L. MORGAN, Associate Professor of Radiology and Radiological Sciences B.S. (Wright State 1990); M.S., Ph.D. (Vanderbilt 1994, 1996) [1999]

ALICIA K. MORGANS, Assistant Professor of Medicine M.D. (Pennsylvania 2006) [2012]

JOHN A. MORRIS, JR., Professor of Surgery; Professor of Biomedical Informatics; Professor of Surgery at Meharry Medical College B.A. (Trinity College [Connecticut] 1969); M.D. (Kentucky, Lexington 1977) [1984]

MERRI B. MORRIS, Clinical Instructor in Obstetrics and Gynecology B.S. (Arizona State 1978); M.D. (Arizona 1982) [2003]

PAUL MORRIS, Clinical Instructor in Psychiatry B.A. (Tennessee 1984); M.A. (Vanderbilt 1987); M.S.S.W. (Tennessee 1992) [2008]

MARGARET A. MORRISON, Assistant in Medicine B.S.N. (Bethel College of Nursing [Colorado] 2001); M.S.N. (Vanderbilt 2004) [2006]

MARY HAMILTON MORTON, Assistant in Psychiatry; Assistant in Pediatrics B.S., M.Ed. (Vanderbilt 2005, 2008) [2011]

MELISSA M. MORTON, Assistant in Surgery B.S. (Mississippi 2004); M.S.N. (Vanderbilt 2006) [2011]

STEPHEN MORY, Assistant Clinical Professor of Psychiatry B.S. (Pennsylvania State 1973); M.D. (Jefferson Medical 1975) [2013]

HAROLD L. MOSES, Hortense B. Ingram Chair in Cancer Research; Professor of Cancer Biology; Professor of Pathology, Microbiology, and Immunology; Professor of Medicine; Interim Chair, Department of Cancer Biology B.A. (Berea 1958); M.D. (Vanderbilt 1962) [1985]

HAROLD H. MOSES, JR., Associate Professor of Neurology B.S., M.D. (North Carolina 1985, 1993) [1997]

KELVIN A. MOSES, Assistant Professor of Urologic Surgery B.S. (Morehouse 1996); Ph.D., M.D. (Baylor 2003, 2004) [2014]

JAVID J. MOSLEHI, Assistant Professor of Medicine B.A. (Johns Hopkins 1996); M.D. (Connecticut 2001) [2014]

CHARLES A. MOSS III, Clinical Professor of Pediatrics B.S. (Rhodes College 1982); M.D. (Alabama, Birmingham 1987) [1990]

DEDRICK E. MOULTON, Associate Professor of Clinical Pediatrics B.S. (Alabama, Birmingham 1984); M.D. (Medical University of South Carolina 1992) [2002]

CHARLES P. MOUTON, Senior Vice President for Health Affairs; Dean, Meharry Medical College; Professor of Medical Education and Administration at Vanderbilt B.S., M.D. (Howard 1981, 1986); M.S. (Harvard 1997) [2010]

SANDRA A. MOUTSIOS, Assistant Professor of Medicine; Assistant Professor of Pediatrics B.S.E. (Duke 1989); M.D. (Florida 1993) [1998]

JENNIFER C. MUCKALA, Assistant in Otolaryngology B.A. (Duke 1999); M.A. (Texas 2001) [2012]

GARY L. MUELLER, Assistant Clinical Professor of Medicine B.A., M.D. (Missouri 1968, 1972) [1975]

H. GUSTAV MUELLER, Professor of Hearing and Speech Sciences B.S. (North Dakota State University 1969); M.A. (New Mexico State 1971); Ph.D. (Denver 1976) [1991]

ANAMIKA B. MUKHERJEE, Instructor in Clinical Pediatrics B.S., M.S. (Stanford 2001, 2002); M.D. (Vanderbilt 2008) [2014]

KAUSHIK MUKHERJEE, Instructor in Surgery B.S. (Stanford 2000); M.D. (California, Los Angeles 2005) [2008]

ABRAHAM MUKOLO, Assistant Clinical Professor of Health Policy B.Sc. (Zimbabwe 1988); M.Sc., Ph.D. (National University of Ireland 1997, 2002) [2008]

CHETAN R. MUKUNDAN, Associate Clinical Professor of Pediatrics B.A., M.D. (Vanderbilt 1990, 1994) [1997]

ROBERTA LEE MULDOON, Assistant Professor of Surgery B.S. (Loyola 1985); M.D. (Loyola, Chicago 1989) [2004]

JOSEPH L. MULHERIN, JR., Clinical Professor of Surgery at St. Thomas Medical Center B.A. (Augusta 1967); M.D. (Medical College of Georgia 1971) [1978]

ALISON C. MULLALY, Assistant Professor of Clinical Obstetrics and Gynecology B.S. (Tennessee 1993); M.D. (Tennessee, Memphis 1993) [2012]

W. MICHAEL MULLINS, Assistant Professor of Clinical Otolaryngology B.A. (Vanderbilt 1967); M.D. (Tennessee, Memphis 1971) [2001]

SHELAGH A. MULVANEY, Associate Professor of Nursing (Clinical Psychology); Assistant Professor of Biomedical Informatics B.S., M.A., Ph.D. (Arizona 1985, 1991, 2002) [2002]

DANIEL MUNOZ, Instructor in Medicine B.A. (Princeton 2000); M.P.A. (Harvard 2005); M.D. (Johns Hopkins 2005) [2013]

HARVEY J. MURFF, Associate Professor of Medicine B.A. (Mississippi 1992); M.D. (Tennessee, Memphis 1996); M.P.H. (Harvard 2002) [2002]

LAINE J. MURPHEY, Assistant Professor of Medicine B.S. (Oregon State 1988); Ph.D., M.D. (Oregon Health and Science 1994, 1995) [2000]

BARBARA A. MURPHY, Professor of Medicine B.S. (Duke 1983); M.D. (Wake Forest 1987) [1993]

MADHUMITA ANANTHAKRISHNAN MURPHY, Assistant Professor of Pediatrics B.A., M.D. (Brown 1994, 1998); M.S.C.I. (Vanderbilt 2009) [2008]

MICHAEL J. MURPHY, Assistant Clinical Professor of Psychiatry B.S. (Amherst 1988); M.P.H., M.D. (Harvard 1994, 1994) [2006]

JOHN J. MURRAY, Associate Vice President for Research; Professor of Internal Medicine at Meharry Medical College; Adjunct Professor of Medicine at Vanderbilt A.B. (Harvard 1973); Ph.D., M.D. (Vanderbilt 1979, 1979) [1988]

KATHERINE T. MURRAY, Professor of Medicine; Professor of Pharmacology B.S., M.D. (Duke 1976, 1980) [1989]

SAMUEL JUDSON MURRAY II, Associate Clinical Professor of Pediatrics B.S. (Virginia Polytechnic Institute 1991); M.D. (Medical College of Virginia 1996) [2004]

ANGELA MUTERSPAUGH, Assistant in Psychiatry B.A. (Tennessee 2006); M.M.F.T. (Trevecca Nazarene 2009) [2013]

ROBERT CORY MYERS, Assistant in Psychiatry B.A. (Samford 1998); M.S.S.W. (Tennessee 2002); M.S.N. (Vanderbilt 2009) [2012]


JENNIFER B. MYERS, Assistant Clinical Professor of Pediatrics B.A. (Duke 1992); M.D. (Tennessee, Memphis 1997) [2000]

KEVIN J. MYERS, Assistant Professor of Medicine B.A. (Princeton 1979); M.D. (Vanderbilt 1983) [2009]

JOHN H. NADEAU, Professor of Medicine B.A., M.D. (Ottawa [Canada] 1967, 1973) [1977]

JOHN H. NADING, Adjunct Associate Professor of Pediatrics B.S. (Georgia Institute of Technology 1973); M.D. (Vanderbilt 1977) [1994]

KIMBERLY ALLISON NAFTEL, Assistant Professor of Clinical Pediatrics B.S. (Georgia Institute of Technology 2001); M.D. (Medical College of Georgia 2005) [2013]

ROBERT P. NAFTEL, Assistant Professor of Neurological Surgery B.A. (Washington and Lee 2002); M.D. (Alabama, Birmingham 2006) [2013]

ALLEN J. NAFTILAN, Associate Professor of Medicine B.A. (Oberlin 1972); Ph.D. (Chicago 1979); M.D. (Alabama, Birmingham 1982) [2006]

NAGARAJ S. NAGATHIHALLI, Research Assistant Professor of Surgery; Research Assistant Professor of Cancer Biology B.S., M.S., Ph.D. (Mysore [India] 1994, 1996, 2002) [2007]

JAYGOPAL NAIR, Assistant Professor of Clinical Pediatrics M.S. (Yale 87); B.A. (Maryland 1985); M.D. (Maryland, Baltimore 1997) [2013]

JENNIFER L. NAJJAR, Associate Professor of Clinical Pediatrics B.A. (Wisconsin 1971); M.D. (Tufts 1977) [1983]

TERUNAGA NAKAGAWA, Associate Professor of Molecular Physiology and Biophysics M.D., Ph.D. (Tokyo [Japan] 1996, 2000) [2012]

KI TAEK NAM, Adjunct Assistant Professor of Surgery B.S., M.S., Ph.D., D.V.M. (Seoul National [Korea] 1991, 1993, 2003, 2003) [2008]

YOUNG-JAE NAM, Assistant Professor of Medicine M.D. (Seoul National [Korea] 1994); Ph.D. (Yeshiva 2004) [2014]

E. PAUL NANCE, JR., Associate Professor of Radiology and Radiological Sciences, Emeritus B.S., M.D. (North Carolina 1973, 1976) [1980]

LILLIAN B. NANNEY, Professor of Plastic Surgery; Professor of Cell and Developmental Biology; Professor of Medical Education and Administration B.A. (Vanderbilt 1973); M.S. (Austin Peay State 1976); Ph.D. (Louisiana State 1980) [1980]

JAMES L. NASH, Associate Professor of Psychiatry, Emeritus M.D. (Duke 1966) [1980]

ROBERTSON NASH, Assistant in Medicine; Instructor in Clinical Nursing B.A. (Centre 1983); M.A. (Murray State 1986); M.B.A. (Rochester Institute of Technology 1993); M.S.N. (Vanderbilt 2007) [2008]

LEWIS M. NASHNER, Adjunct Professor of Hearing and Speech Sciences S.B., S.M., Sc.D. (Massachusetts Institute of Technology 1965, 1967, 1970) [2009]

THOMAS C. NASLUND, Professor of Surgery B.A. (Trinity [Texas] 1980); M.D. (Vanderbilt 1984) [1992]

WILLIAM H. NEALON, Professor of Surgery; Vice Chair, Department of Surgery; Executive Surgical Medical Director Perioperative Services; Associate Surgeon in Chief Vanderbilt University Hospital B.A. (Trinity College [Connecticut] 1975); M.D. (Thomas Jefferson 1979) [2009]

SARAH J. NECHUTA, Assistant Professor of Medicine B.S. (Michigan State 2003); M.P.H. (Michigan 2005); Ph.D. (Michigan State 2009) [2012]

ANDREW CHARLES NECK, Assistant Professor of Emergency Medicine; Assistant Professor of Medicine; Assistant Professor of Pediatrics B.S. (Stetson 1988); M.S. (Southern Methodist 1990); M.D. (Meharry Medical 2002) [2009]

MAYA K. NEELEY, Assistant Professor of Pediatrics B.S., M.D. (Miami 1999, 2003) [2010]

M. DIANA NEELY, Research Assistant Professor of Neurology M.S. (Swiss Federal Institute of Technology 1984); Ph.D. (Brown 1990) [1999]

ANNE TAGGART NEFF, Professor of Medicine; Professor of Pathology, Microbiology, and Immunology; Director Hemostasis and Thrombosis Clinic A.B., M.D. (Missouri 1981, 1985) [1991]

JOSEPH S. NEIMAT, Associate Professor of Neurological Surgery A.B. (Dartmouth 1992); M.S., M.D. (Duke 1996, 1998) [2006]

BRIAN NELMS, Adjunct Assistant Professor of Cell and Developmental Biology B.S., Ph.D. (Pennsylvania State 2001, 2006) [2011]

GEORGE EDWARD NELSON, Assistant Professor of Medicine A.B. (Princeton 2002); M.D. (Case Western Reserve 2006) [2014]

JILL R. NELSON, Assistant in Medicine B.S. (Tennessee 2002); M.S.N. (Vanderbilt 2007) [2007]

RONALD A. NELSON, Assistant Clinical Professor of Medicine B.S. (Stanford 1986); M.D. (Vanderbilt 1990); M.S. (Troy 1998) [2002]

TAMASYN NELSON, Assistant Professor of Pediatrics B.A. (New York 2001); D.O. (New York Institute of Technology 2008) [2014]

JONATHAN C. NESBITT, Associate Professor of Thoracic Surgery B.A. (Virginia 1977); M.D. (Georgetown 1981) [2008]

REID M. NESS, Assistant Professor of Medicine B.S., M.D., M.P.H. (Indiana, Bloomington 1986, 1990, 1997) [2000]

CYNTHIA L. NETHERTON, Assistant Professor of Clinical Obstetrics and Gynecology B.S. (John Brown 1974); M.D. (Arkansas, Little Rock 1978) [2012]

JAMES L. NETTERVILLE, Mark C. Smith Chair in Head and Neck Surgery; Professor of Otolaryngology B.S. (Lipscomb 1976); M.D. (Tennessee, Memphis 1980) [1986]

ARIE L. NETTLES, Associate Professor of Clinical Pediatrics B.A., M.S. (Tennessee 1976, 1977); Ph.D. (Vanderbilt 1987) [2004]

GREGOR NEUERT, Assistant Professor of Molecular Physiology and Biophysics; Assistant Professor of Biomedical Engineering M.Eng. (Ilmenau University of Technology 2001); Ph.D. (Ludwig-Maximilians-Universit t [Germany] 2005) [2012]

MICHAEL N. NEUSS, Professor of Clinical Medicine; Chief Medical Officer, VICC Clinical Enterprise B.S. (Michigan 1975); M.D. (Duke 1979) [2011]

MELINDA S. NEW, Associate Professor of Clinical Obstetrics and Gynecology B.S. (Villanova 1989); M.D. (Pennsylvania 1993) [2005]

DAWN C. NEWCOMB, Assistant Professor of Medicine B.S. (North Carolina State 2002); Ph.D. (Michigan 2007) [2010]

PAUL A. NEWHOUSE, Jim Turner Chair in Cognitive Disorders; Professor of Psychiatry; Professor of Pharmacology; Professor of Medicine B.S. (Kansas State 1974); M.D. (Loyola, Chicago 1977) [2011]

JOHN H. NEWMAN, Elsa S. Hanigan Chair in Pulmonary Medicine; Professor of Medicine A.B. (Harvard 1967); M.D. (Columbia 1971) [1979]

CASSANDRA RUTLEDGE NEWSOM, Assistant Professor of Pediatrics; Assistant Professor of Psychiatry B.A. (Mississippi State 1995); Psy.D. (Virginia Consortium Program 2002) [2008]

H. CLAY NEWSOME III, Clinical Instructor in Obstetrics and Gynecology B.A., M.D. (North Carolina 1969, 1973) [1983]

J. MICHAEL NEWTON, Assistant Professor of Obstetrics and Gynecology B.S., Ph.D., M.D. (Arizona 1991, 1998, 2005) [2012]

AMY MAI NGUYEN, Instructor in Otolaryngology B.A. (Missouri, Kansas City 2003); M.D. (Kansas 2009) [2014]

FRANCES JOHNSON NIARHOS, Assistant Professor of Clinical Psychiatry B.A. (Southern Methodist 1986); M.S., Ph.D. (Miami 1991, 1994) [2005]

JAMES H. NICHOLS, Professor of Pathology, Microbiology, and Immunology B.A. (California, San Diego 1983); M.S., Ph.D. (Urbana [Ohio] 1986, 1990) [2012]

JILL R. NICHOLS, Associate in Obstetrics and Gynecology B.S. (Michigan State 2003); M.A. (National-Louis University [Illinois] 2005); M.S. (Northwestern 2011) [2011]


AMY G. NICHOLSON, Assistant in Pediatrics; Assistant in Psychiatry B.A., M.A. (Western Kentucky 1993, 1995) [2007]

MARIBETH R. NICHOLSON, Assistant Professor of Pediatrics B.S. (Richmond 2004); M.D. (Pennsylvania State 2008); M.P.H. (Vanderbilt 2013) [2014]

HILARY HIGHFIELD NICKOLS, Assistant Professor of Pathology, Microbiology, and Immunology; Assistant Professor of Ophthalmology and Visual Sciences B.A. (Washington University 1997); Ph.D., M.D. (Vanderbilt 2006, 2006) [2010]

STEPHEN E. NICOLSON, Assistant Professor of Psychiatry B.S. (Carleton College 1992); M.D. (Southern California 2002) [2012]

KENNETH J. NIERMANN, Assistant Professor of Radiation Oncology B.S. (Sterling [Kansas] 1997); M.D. (Vanderbilt 2002) [2010]

COLLEEN M. NISWENDER, Research Associate Professor of Pharmacology B.S. (Toledo 1991); Ph.D. (Vanderbilt 1996) [2004]

KEVIN DEAN NISWENDER, Associate Professor of Medicine; Associate Professor of Molecular Physiology and Biophysics B.S. (Colorado College 1990); Ph.D., M.D. (Vanderbilt 1996, 1998) [2004]

ANNE J NOHL, Assistant in Medicine B.S. (Wisconsin 1994) [2012]

JEANETTE J. NORDEN, Professor of Cell and Developmental Biology, Emerita B.A. (California, Los Angeles 1970); Ph.D. (Vanderbilt 1975) [1978]

ANDY M. NORMAN, Assistant Clinical Professor of Obstetrics and Gynecology B.S. (Georgia 1973); M.D. (Medical College of Georgia 1976) [2007]

SHARON A. NORMAN, Clinical Instructor in Obstetrics and Gynecology B.S. (Brenau College 1984); M.Ed., M.D. (Emory 1991, 2001) [2006]

JEREMY LYNN NORRIS, Research Assistant Professor of Biochemistry B.S. (Tennessee, Memphis 1998); Ph.D. (Vanderbilt 2003) [2011]

ALLISON E. NORTON, Assistant Professor of Pediatrics B.A. (Florida 1999); M.D. (South Alabama 2005) [2011]

JOHN MICHAEL NORVELL, Instructor in Clinical Medicine B.S. (Texas, Arlington 1994); M.S. (North Texas 1996); M.D. (Texas 2000) [2009]

LAURIE LOVETT NOVAK, Assistant Professor of Biomedical Informatics B.A. (Murray State 1987); M.H.S.A. (Michigan 1994); Ph.D. (Wayne State 2005) [2010]

SERGEY V. NOVITSKIY, Research Assistant Professor of Cancer Biology M.D., Ph.D. (Siberian State [Russia] 1999, 2002) [2011]

PETER M. NTHUMBA, Assistant Clinical Professor of Plastic Surgery M.B.Ch.B, M.Med. (Nairobi [Kenya] 1995, 2002) [2012]

VALERIE L. NUNLEY, Instructor in Clinical Obstetrics and Gynecology B.S. (Loyola College [Maryland] 1992); M.S.N. (Vanderbilt 1997) [2013]

PAULA S. NUNN, Assistant Clinical Professor of Psychiatry B.A. (Trinity College [Connecticut] 1977); M.D. (Vanderbilt 1981) [1986]

WILLIAM A. NYLANDER, JR., Associate Clinical Professor of Surgery B.A. (Washington and Jefferson 1973); M.D. (Pittsburgh 1977); M.B.A. (Vanderbilt 1989) [2009]

LEE ANNE O'BRIEN, Associate Clinical Professor of Pediatrics; Adjunct Instructor in Nursing B.A. (Johns Hopkins 1983); Ph.D., M.D. (Vanderbilt 1991, 1991) [1995]

RICHARD M. O'BRIEN, Professor of Molecular Physiology and Biophysics B.Sc. (Bristol [U.K.] 1984); Ph.D. (Cambridge [U.K.] 1988) [1988]

ANNE ELIZABETH O'DUFFY, Assistant Professor of Neurology B.A. (Brown 1983); M.D. (University College, Dublin [Ireland] 1989) [2001]

ELLEN B. O'KELLEY, Assistant in Pediatrics B.S.N. (South Florida 1976); P.N.P. (Meharry Medical 1979) [1996]

BROCK O'NEIL, Instructor in Urologic Surgery B.S. (Brigham Young 2004); M.D. (Rochester 2009) [2014]

JAMES A. O'NEILL, JR., Professor of Surgery, Emeritus B.S. (Georgetown 1955); M.D. (Yale 1959) [1995]

KEVIN R. O'NEILL, Assistant Professor of Orthopaedic Surgery and Rehabilitation; Assistant Professor of Neurological Surgery B.S. (Notre Dame 2000); M.S. (Massachusetts Institute of Technology 2002); M.D. (Indiana, Indianapolis 2007) [2013]

JOHN A. OATES, Thomas F. Frist Sr. Chair in Medicine; Professor of Medicine; Professor of Pharmacology B.S., M.D. (Wake Forest 1953, 1956) [1963]

KJELL E. OBERG, Adjunct Professor of Surgery B.Sc. (Gothenburg [Sweden] 1967); M.D. (Umea [Sweden] 1972); Ph.D. (Uppsala [Sweden] 1981) [2011]

JILL COLE OBREMSKEY, Assistant Professor of Clinical Pediatrics B.A. (Duke 1986); M.D. (North Carolina 1990); M.P.H. (University of Washington 1991) [2002]

WILLIAM TODD OBREMSKEY, Professor of Orthopaedic Surgery and Rehabilitation A.B., M.D. (Duke 1984, 1988); M.P.H. (North Carolina 1990) [2002]

KEITH L. OBSTEIN, Assistant Professor of Medicine; Assistant Professor of Mechanical Engineering B.S. (Johns Hopkins 2000); M.D. (Northwestern 2004); M.P.H. (Harvard 2010) [2010]

HARLEY E. ODOM, Assistant Professor of Clinical Medicine B.S. (Duke 1992); M.D. (Florida 1996) [2010]

THOMAS N. OELTMANN, Associate Professor of Medicine, Emeritus B.S. (Georgia State 1963); Ph.D. (Georgia 1967) [1979]

MARTIN L. OGLETREE, Adjunct Professor of Pharmacology B.A. (Swarthmore 1973); Ph.D. (Thomas Jefferson 1978) [2009]

RALPH N. OHDE, Professor of Hearing and Speech Sciences, Emeritus B.A. (Carthage 1966); M.Ed. (Virginia 1968); Ph.D. (Michigan 1978) [1981]

MELANIE D. OHI, Associate Professor of Cell and Developmental Biology B.S. (Pacific Lutheran 1996); Ph.D. (Vanderbilt 2002) [2007]

RYOMA OHI, Associate Professor of Cell and Developmental Biology B.S., Ph.D. (Vanderbilt 1993, 1998) [2007]

HENRY E. OKAFOR, Assistant Professor of Medicine M.D. (Nigeria 1986) [2012]

LUIS E. OKAMOTO, Research Instructor in Medicine M.D. (Universidad Peruana 'Cayetano Heredia' [Peru] 2001) [2012]

MARTINA I. OKWUEZE, Clinical Instructor in Surgery B.S. (Millsaps 1989); M.S., M.D. (Tulane 1992, 1999) [2009]

DAMARIS M. OLAGUNDOYE, Adjunct Professor of Obstetrics and Gynecology B.S. (Oakwood 2000); M.D. (Meharry Medical 2004) [2008]

BUNMI O. OLATUNJI, Associate Professor of Psychology; Associate Professor of Psychiatry B.S. (Wisconsin, Stevens Point 2000); M.A., Ph.D. (Arkansas 2002, 2006) [2006]

ELIZABETH L. OLDFIELD, Assistant Clinical Professor of Obstetrics and Gynecology B.S. (Vanderbilt 1977); M.D. (Tennessee, Memphis 1983) [1987]

VERONICA L. OLDFIELD, Assistant in Neurological Surgery B.S.N. (Austin Peay State 1993); M.S.N. (Alabama, Huntsville 2004) [2007]

RICHARD R. OLDHAM, Associate Clinical Professor of Pathology, Microbiology, and Immunology B.S. (U.S. Naval Academy 1961); M.D. (Vanderbilt 1971) [1975]

EDWARD T. OLEJNICZAK, Research Professor of Biochemistry B.S. (Wisconsin 1976); Ph.D. (Harvard 1982) [2009]

DANYVID OLIVARES-VILLAGOMEZ, Research Assistant Professor of Pathology, Microbiology, and Immunology B.S. (Universidad Nacional Aut noma de M xico 1991); M.S. (Vanderbilt 1996); Ph.D. (New York 2000) [2009]

BARBARA J. OLSON, Assistant Clinical Professor of Neurology B.S. (Wisconsin, Eau Claire 1971); M.D. (Wisconsin 1976) [1982]

GARY E. OLSON, Professor of Cell and Developmental Biology, Emeritus B.S., M.S. (Oregon 1967, 1968); Ph.D. (Washington University 1974) [1977]

OLALEKAN O. OLUWOLE, Assistant Professor of Medicine M.B.B.S. (Ibadan [Nigeria] 1990); M.P.H. (Rutgers, Camden 2003) [2011]

LESLEY T OMARY, Assistant Professor of Clinical Psychiatry B.A., M.D. (Virginia 1991, 1997) [2013]


REED A. OMARY, Carol D. and Henry P. Pendergrass Chair in Radiology and Radiological Sciences; Professor of Radiology and Radiological Sciences; Professor of Biomedical Engineering; Chair, Department of Radiology and Radiological Sciences B.S., M.D. (Northwestern 1989, 1991); M.S. (Virginia 1994) [2012]

DAVID E. ONG, Professor of Biochemistry, Emeritus B.A. (Wabash 1965); Ph.D. (Yale 1970) [1970]

HENRY HEAN LEE OOI, Assistant Professor of Medicine M.B., M.R.C.P.I. (Trinity, Dublin [Ireland] 1989, 1989) [2007]

STEPHEN M. OPPENHEIMER, Adjunct Professor of Neurological Surgery B.A. (Oxford [U.K.] 1975); M.B.B.S. (London [U.K.] 1980); D.M., D.Sc. (Oxford [U.K.] 1993, 2009) [2007]

MARIE-CLAIRE ORGEBIN-CRIST, Professor of Obstetrics and Gynecology, Emerita; Professor of Cell and Developmental Biology, Emerita B.S. (Baccalaureat Latin-Sciences, Paris, France 1953); M.S. (Paris I [France] 1957); Ph.D. (Université de Lyon [France] 1961) [1964]

SAMUEL R. ORR, Clinical Instructor in Pediatrics B.A. (Vanderbilt ); B.S., M.D. (Mississippi 1992, 1998) [2013]

DAVID N. ORTH, Professor of Molecular Physiology and Biophysics, Emeritus; Professor of Medicine, Emeritus Sc.B. (Brown 1954); M.D. (Vanderbilt 1962) [1965]

NANCY E. OSBURN, Assistant Professor of Clinical Obstetrics and Gynecology M.D. (Tennessee, Memphis 1997) [2012]

NEIL OSHEROFF, John Coniglio Chair in Biochemistry; Professor of Biochemistry; Professor of Medicine B.A. (Hobart and William Smith 1974); Ph.D. (Northwestern 1979) [1983]

ANNA B. OSIPOVICH, Research Instructor in Molecular Physiology and Biophysics B.A., M.A., Ph.D. (Belarusian State [Russia] 1992, 1994, 1999) [2009]

ROBERT H. OSSOFF, Guy W. Maness Chair in Laryngology and Voice; Professor of Hearing and Speech Sciences; Professor of Otolaryngology A.B. (Bowdoin 1969); D.M.D., M.D. (Tufts 1973, 1975); M.S. (Northwestern 1981) [1986]

KEVIN G. OSTEEN, Pierre Soupart Chair in Obstetrics and Gynecology; Professor of Obstetrics and Gynecology; Professor of Pathology, Microbiology, and Immunology; Adjunct Professor of Obstetrics and Gynecology at Meharry Medical College B.S. (South Carolina, Spartanburg 1972); Ph.D. (Medical College of Georgia 1980) [1983]

JAIME K. OTILLIO, Assistant Professor of Clinical Pediatrics B.S., M.D. (Louisiana State 2001, 2007) [2013]

TARA M. OVERBEEK, Assistant Professor of Emergency Medicine B.A., M.D. (Washington University 2005, 2009) [2012]

MARY E. OVERTON, Clinical Professor of Pediatrics B.A. (Southwestern at Memphis 1974); M.D. (Tennessee, Memphis 1977) [2006]

MARCUS A. OWEN, Assistant Clinical Professor of Medicine B.A. (Trinity [Texas] 1996); M.D. (Arkansas, Little Rock 2001) [2010]

ROBERT C. OWEN, Clinical Instructor in Otolaryngology B.S. (Tennessee Technological 1959); M.D. (Tennessee, Memphis 1961) [1967]

ANDREA PAGE-MCCAW, Associate Professor of Cell and Developmental Biology; Associate Professor of Cancer Biology A.B. (Harvard 1989); Ph.D. (Massachusetts Institute of Technology 1998) [2010]

PETER PAIK, Assistant Professor of Clinical Medicine B.S. (Yale 2001); M.A. (Convenant Theological Seminary 2008); M.D. (Pennsylvania 2009) [2014]

PRADEEP SUNNY PALLAN, Research Assistant Professor of Biochemistry B.S., M.S. (Calicut, Thrissur [India] 1991, 1993); Ph.D. (Pune [India] 2002) [2008]

KENNETH H. PALM, Assistant Professor of Emergency Medicine B.A., M.D. (Loma Linda 1982, 1988) [2003]

PRATIK P. PANDHARIPANDE, Professor of Anesthesiology; Professor of Surgery M.D. (Nagpur [India] 1993); M.S.C.I. (Vanderbilt 2005) [2001]

JACQUES PANTEL, Adjoint Associate Professor of Molecular Physiology and Biophysics Pharm.D. (Dijon [France] 1991); Ph.D. (Paris Descartes, Paris V [France] 1997) [2008]

WILLIAM PAO, Professor of Pathology, Microbiology, and Immunology; Professor of Cancer Biology; Director, Division of Hematology and Oncology; Adjunct Professor of Medicine A.B. (Harvard 1990); Ph.D., M.D. (Yale 1997, 1998) [2009]

IOANNIS G. PAPAGIANNIS, Assistant Professor of Medicine B.S., M.D. (Athens [Greece] 1994, 2000) [2011]

YASMINA A. PARAMASTRI, Assistant Professor of Pathology, Microbiology, and Immunology SKH, Drh. (Institut Pertanian Bogor [Indonesia] 1995, 1997) [2010]

ARON PAREKH, Research Assistant Professor of Otolaryngology B.S., Ph.D. (Pennsylvania State 1996, 2004) [2010]

KENDRA PAPSON PAREKH, Assistant Professor of Emergency Medicine B.S. (College of New Jersey 2001); M.D. (Pittsburgh 2005) [2008]

VRAJESH V. PAREKH, Research Assistant Professor of Pathology, Microbiology, and Immunology B.Sc., M.Sc., Ph.D. (Baroda [India] 1994, 1996, 2003) [2012]

BIBHASH C. PARIA, Associate Professor of Pediatrics B.Sc., M.Sc., Ph.D. (Calcutta [India] 1974, 1976, 1984) [2002]

ALEXANDER A. PARIKH, Associate Professor of Surgery B.A. (Johns Hopkins 1989); M.D. (Pennsylvania 1993) [2005]

CHARLES RAWLINSON PARK, Professor of Physiology, Emeritus A.B. (Harvard 1937); M.D. (Johns Hopkins 1941) [1952]

JANE H. PARK, Professor of Moleculary Physiology and Biophysics; Professor Emerita of Molecular Physiology and Biophysics B.S., Ph.D. (Washington University 1946, 1952) [1954]

SERK IN PARK, Assistant Professor of Medicine; Assistant Professor of Cancer Biology D.D.S. (Yonsei [Korea] 1999); M.S. (Korea 2001); Ph.D. (Texas, Houston 2008) [2012]

SOHEE PARK, Gertrude Conaway Vanderbilt Chair of Psychology; Professor of Psychology; Professor of Medicine, Health and Society; Professor of Psychiatry B.A. (Cambridge [U.K.] 1982); M.A. (Columbia 1985); Ph.D. (Harvard 1991) [2000]

MORGAN GREY PARKER, Assistant Clinical Professor of Ophthalmology and Visual Sciences [2013] M.D. (Vanderbilt 2002) [2013]

SARAH SWYERS PARKER Assistant Professor of Clinical Pediatrics B.S. (South Carolina 2005); M.D. (South Alabama 2009) [2012]

SCOTT R. PARKER, Instructor in Clinical Medicine; Instructor in Clinical Pediatrics B.S. (Alabama, Huntsville 1987); M.D. (South Alabama 1991) [1998]

LEON L. PARKS III, Assistant Professor of Medicine B.A. (Mississippi 1987); M.D. (Mississippi, Jackson 1991) [2001]

C. LEE PARMLEY, Professor of Anesthesiology; Adjunct Professor of Nursing B.S. (Pacific Union 1973); M.D. (Loma Linda 1976); J.D. (South Texas College of Law 1989) [2004]

DAVID A. PARRA, Assistant Professor of Pediatrics; Assistant Professor of Medicine M.D. (Universidad Central del Ecuador 1993) [2004]

DEIDRA D. PARRISH, Clinical Instructor in Health Policy B.S. (Howard 1997); M.D. (Alabama, Birmingham 2001) [2011]

EARL Q. PARROTT, Clinical Instructor in Psychiatry B.A. (Tennessee Technological 1969); M.D. (Tennessee, Memphis 1974) [1978]

PAUL D. PARSONS, Assistant Professor of Clinical Orthopaedic Surgery and Rehabilitation B.A. (Dartmouth 1975); M.D. (Tennessee, Memphis 1978) [2009]

C. LEON PARTAIN, Professor of Radiology and Radiological Sciences B.S. (Tennessee 1963); M.S., Ph.D. (Purdue 1965, 1967); M.D. (Washington University 1975) [1980]

DEVANG J. PASTAKIA, Assistant Professor of Clinical Pediatrics B.S. (Duke 1999); M.D. (New Jersey Medical 2003) [2011]

JOE PASTOR, Assistant Clinical Professor of Psychiatry B.A. (Hiram 1982); M.D. (Ohio State 1990) [2011]


REBECCA JILL PATE, Assistant Clinical Professor of Psychiatry B.S., M.D. (Louisiana State, Shreveport 1990, 1993) [2014]

HARSHILA R. PATEL, Associate Clinical Professor of Pediatrics B.Sc., M.B.B.S. (Madras [India] 1977, 1983) [1994]

KANDARP PATEL, Assistant Clinical Professor of Medicine M.B.B.S. (Maharaja Sayajirao [India] 1992) [2009]

SACHIN PATEL, Associate Professor of Psychiatry; Associate Professor of Molecular Physiology and Biophysics B.S. (California, Santa Barbara 1998); Ph.D., M.D. (Medical College of Wisconsin 2004, 2006) [2010]

SHRIJI PATEL, Instructor in Ophthalmology and Visual Sciences B.A. (Columbia 2006); M.D. (New Jersey Medical 2010) [2014]

STEPHEN W. PATRICK, Assistant Professor of Pediatrics B.S. (Florida 2002); M.P.H. (Harvard 2007); M.D. (Florida State 2007); M.S. (Michigan 2011) [2013]

ALANNA M. PATSIOKAS, Instructor in Clinical Pediatrics B.E., M.D. (Vanderbilt 2006, 2010) [2013]

REKHA RANI PATTANAYEK, Research Assistant Professor of Biochemistry B.S. (Calcutta [India] 1975); M.S. (Indian Institute of Technology, Kharagpur 1977); M.Phil. (Indian Institute of Science 1979); Ph.D. (Saha Institute of Nuclear Physics [India] 1986) [1990]

BARRON L. PATTERSON, Assistant Professor of Pediatrics B.E., M.D. (Vanderbilt 1996, 2000) [2006]

SARA JANE FLETCHER PATTERSON, Associate Clinical Professor of Pediatrics B.S. (Calvin 1993); M.D. (Vanderbilt 1997) [2001]

JAMES A. PATTON, Professor of Radiology and Radiological Sciences B.S. (Western Kentucky 1966); Ph.D. (Vanderbilt 1972) [1973]

WILLIAM S. PAUL, Assistant Clinical Professor of Health Policy B.S. (Stanford 1981); M.P.H. (Illinois, Chicago 1986); M.D. (Illinois, College of Medicine, Chicago 1986) [2008]

SIDDHARAMA PAWATE, Assistant Professor of Neurology M.D. (Karnatak Medical [India] 1990) [2009]

YVONNE W. PAWLOWSKI, Associate Clinical Professor of Pediatrics M.D. (Lodz [Poland] 1973) [1992]

DEBORAH M. PAYNE, Assistant in Medicine M.S., B.S. (Alabama, Birmingham 1996, 1996) [2008]

W. FAXON PAYNE, Professor of Radiology and Radiological Sciences, Emeritus B.A., M.D. (Vanderbilt 1945, 1948) [1960]

ALLEN PEABODY, Clinical Instructor in Pediatrics B.A. (Tennessee 2000); M.D. (Morehouse 2007) [2012]

JOHN P. PEACH, Assistant Professor of Clinical Medicine B.S. (Lipscomb 1990); M.D. (Louisville 1994) [1997]

MATTHEW R. PEACHEY, Assistant Professor of Medicine; Assistant Professor of Pediatrics B.S. (Middle Tennessee State 2002); M.D. (Vanderbilt 2006) [2012]

CHRISTY F. PEARCE, Assistant Professor of Obstetrics and Gynecology M.S. (Kentucky, Lexington ); B.S. (Samford 2001); M.D. (Alabama, Birmingham 2005) [2012]

A. SCOTT PEARSON, Associate Professor of Surgery B.A. (Tennessee 1987); M.D. (Tennessee, Memphis 1991) [1999]

VADIM K. PEDCHENKO, Research Associate Professor of Medicine B.S., M.S. (Kiev State [Ukraine] 1983, 1985); Ph.D. (Palladin Institute of Biochemistry [Ukraine] 1993) [2002]

R. STOKES PEEBLES, Elizabeth and John Murray Chair in Medicine; Professor of Medicine B.S. (Davidson 1982); M.D. (Vanderbilt 1986) [1998]

JULIE T. PEEK, Associate Clinical Professor of Pediatrics B.S. (Yale 1984); M.D. (North Carolina 1988) [1992]

RICHARD M. PEEK, JR., Mina Cobb Wallace Chair in Immunology; Professor of Medicine; Professor of Cancer Biology; Director, Division of Gastroenterology B.S. (Davidson 1984); M.D. (North Carolina 1988) [1995]

KIFFANY J. PEGGS, Assistant Professor of Medicine B.S. (Tennessee 2004); M.D. (Tennessee, Memphis 2011) [2012]

JULIE S. PENDERGAST, Research Assistant Professor of Medicine B.S., M.S. (Illinois, Champaign 1999, 2001) [2007]

JENNIFER L. PENDERGRAST, Assistant in Medicine B.S.N. (Austin Peay State 2008); M.S.N. (Vanderbilt 2011) [2012]

EDWARD B. PENN, JR., Assistant Professor of Otolaryngology B.A., M.D. (Kansas 2002, 2006) [2012]

JOHN S. PENN, Assistant Dean for Faculty Development; Phyllis G. and William B. Snyder M.D. Endowed Chair in Ophthalmology and Visual Sciences; Professor of Ophthalmology and Visual Sciences; Professor of Cell and Developmental Biology; Professor of Medical Education and Administration B.A. (University of the South 1978); M.S. (West Florida 1981); Ph.D. (Florida State 1984) [1998]

DAVID F. PENSON, Paul V. Hamilton M.D. and Virginia E. Howd Chair in Urologic Oncology; Professor of Urologic Surgery; Professor of Medicine; Director Center for Surgical Quality and Outcomes Research B.A. (Pennsylvania 1987); M.D. (Boston University 1991); M.P.H. (Yale 2001) [2009]

EDWARD C. PERDUE, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Alabama 1988); D.D.S. (Tennessee, Memphis 1992) [2006]

JASON K. PEREIRA, Assistant Professor of Medicine B.S. (Tennessee 1997); M.D. (Tennessee, Memphis 2001) [2004]

BRIAN T. PERKINSON, Assistant Professor of Clinical Orthopaedic Surgery and Rehabilitation B.S. (Tennessee 2001); M.D. (Tennessee, Memphis 2007) [2013]

DONNA J. PERLIN, Assistant Professor of Pediatrics B.S. (William and Mary 1985); M.D. (Medical College of Virginia 1989) [2007]

JONATHAN B. PERLIN, Clinical Professor of Medicine B.A. (Virginia 1984); Ph.D., M.D. (Virginia Commonwealth 1991, 1992) [2007]

AIMEE P. PERRI, Assistant Professor of Clinical Pediatrics B.S. (Texas 1994); M.D. (Texas, San Antonio 1999) [2011]

ROMAN E. PERRI, Assistant Professor of Medicine B.S., M.D. (Wisconsin 1995, 1999) [2006]

DANIEL S. PERRIEN, Assistant Professor of Orthopaedic Surgery and Rehabilitation B.A. (Hendrix 1998); Ph.D. (Arkansas, Little Rock 2006) [2009]

ANNA K. PERSON, Assistant Professor of Medicine B.A. (Macalester 2000); M.D. (Washington University 2005) [2010]

MARK T. PETERS, Assistant Professor of Pediatrics B.S., M.D. (Ohio State 1983, 1987) [2001]

SARIKA UPPAL PETERS, Assistant Professor of Pediatrics; Assistant Professor of Psychiatry B.A. (Austin College 1993); M.A., Ph.D. (Texas 1997, 2000) [2009]

WALTER HAMILTON PETERS, Assistant Professor of Clinical Neurology B.S. (The Citadel 2002); M.D. (Medical University of South Carolina 2008) [2013]

JOSH F. PETERSON, Assistant Professor of Biomedical Informatics; Assistant Professor of Medicine B.S. (Stanford 1992); M.D. (Vanderbilt 1997); M.P.H. (Harvard 2002) [2013]

NEERAJA B. PETERSON, Assistant Professor of Medicine B.S. (Duke 1993); M.D. (Vanderbilt 1997); M.Sc. (Boston University 2002) [2002]

TODD E. PETERSON, Associate Professor of Radiology and Radiological Sciences; Associate Professor of Physics B.A. (Gustavus Adolphus 1991); B.A. (Oxford [U.K.] 1993); M.S., Ph.D. (Indiana, Bloomington 1994, 2000) [2003]

MICHAEL R. PETRACEK, Professor of Clinical Cardiac Surgery; Interim Chair Department of Cardiac Surgery B.S. (Baylor 1967); M.D. (Johns Hopkins 1971) [2006]

WILLIAM M. PETRIE, Professor of Clinical Psychiatry; Director of Geriatric Psychiatry Outpatient Program B.A., M.D. (Vanderbilt 1968, 1972) [2011]

CATHLEEN C. PETTEPHER, Professor of Cancer Biology; Professor of Medical Education and Administration B.S., B.S., Ph.D. (South Alabama 1985, 1987, 1990) [1990]

APRIL C. PETTIT, Assistant Professor of Medicine B.S. (Michigan 2000); M.D. (Wayne State 2004); M.P.H. (Vanderbilt 2010) [2011]

ANDREW N. PFEFFER, Assistant Professor of Emergency Medicine A.B. (Brown 2005); M.D. (Virginia 2010) [2013]


CAMIRON LEIGH PFENNIG, Assistant Professor of Emergency Medicine B.A. (Marquette 2001); M.D. (Indiana, Indianapolis 2005) [2008]

JEAN P. PFOTENHAUER, Associate in Pediatrics B.A. (Reed 1976); M.S. (California, Irvine 1983) [1989]

WELLINGTON PHAM, Assistant Professor of Radiology and Radiological Sciences B.S., Ph.D. (Toledo 1996, 2000) [2006]

JASON PHAN, Research Assistant Professor of Biochemistry B.S. (California, Irvine 1995); Ph.D. (South Carolina 2001) [2009]

JOEL M. PHARES, Assistant Professor of Clinical Medicine B.S. (West Virginia 1992); M.D. (Robert Wood Johnson Medical, New Brunswick 1997) [2012]

FENNA T. PHIBBS, Assistant Professor of Neurology B.S. (Colorado State 1996); M.D. (Colorado 2002) [2007]

ELIZABETH J. PHILLIPS, John A. Oates Chair in Clinical Research; Professor of Pharmacology; Professor of Medicine B.Sc., M.D. (Alberta [Canada] 1987, 1989) [2013]

JOHN A. PHILLIPS III, David T. Karzon Chair in Pediatrics; Professor of Pediatrics; Professor of Pathology, Microbiology, and Immunology; Professor of Medicine; Director Division of Medical Genetics; Adjunct Professor of Pediatrics at Meharry Medical College M.D. (Wake Forest 1969) [1984]

ROBERT N. PIANA, Professor of Medicine A.B. (Harvard 1980); M.D. (Pennsylvania 1987) [2000]

MARIA BLANCA PIAZUELO, Research Assistant Professor of Medicine M.D. (Universidad del Valle [Colombia] 1986) [2005]

JAMES W. PICHERT, Professor of Medical Education and Administration B.S. (Bucknell 1974); M.S., Ph.D. (Illinois 1976, 1978) [1979]

KELLY PICKEL, Associate in Orthopaedic Surgery and Rehabilitation B.A. (Villanova 2005); M.S. (Trevecca Nazarene 2013) [2013]

DAVID R. PICKENS III, Associate Professor of Radiology and Radiological Sciences B.A. (University of the South 1969); B.E., M.S., Ph.D. (Vanderbilt 1971, 1977, 1981) [1981]

SAMUEL J. PIEPER, JR., Assistant Clinical Professor of Psychiatry M.D. (Baylor 1955) [1980]

HOLLY R. PIERCE, Assistant in Medicine B.S.N. (Tennessee 1997); M.S.N. (Vanderbilt 2007) [2008]

RICHARD A. PIERCE, Assistant Professor of Surgery B.S. (Duke 1992); Ph.D., M.D. (Virginia 2001, 2002) [2014]

LISA M. PIERCEY, Assistant Clinical Professor of Pediatrics B.S. (Lipscomb 1998); M.D. (East Tennessee State 2002); M.B.A. (Bethel College, McKenzie [Tennessee] 2009) [2007]

MONICA PIERSON, Assistant Professor of Clinical Pediatrics B.S.N. (Andrews 1976); M.D. (Univ of Juarez 1984) [2014]

JENNIFER A. PIETENPOL, Benjamin F. Byrd Jr. Chair in Oncology; Professor of Biochemistry; Professor of Cancer Biology; Professor of Otolaryngology; Director of the Vanderbilt-Ingram Cancer Center B.A. (Carleton College 1986); Ph.D. (Vanderbilt 1990) [1994]

JOHN B. PIETSCH, Associate Professor of Pediatric Surgery; Associate Professor of Pediatrics B.S. (Georgetown 1968); M.D. (Michigan 1972) [1986]

PIOTR P PILARSKI, Instructor in Medicine A.B. (Harvard 2005); M.D. (Vanderbilt 2011) [2014]

MICHAEL A. PILLA, Associate Professor of Clinical Anesthesiology B.A., B.S. (Widener 1990, 1990); M.D. (Pennsylvania 1994) [2007]

AUREA F. PIMENTA, Research Assistant Professor of Neurology; Research Assistant Professor of Pharmacology B.Sc., M.S., Ph.D. (Sao Paulo [Brazil] 1970, 1975, 1979) [2002]

J. ERIC PINA-GARZA, Professor of Pediatrics M.D. (Universidad Autónoma de Nuevo León, Monterrey [Mexico] 1984) [1994]

BRAM I. PINKLEY, Assistant Clinical Professor of Pediatrics B.S. (Vanderbilt 1994); M.D. (East Tennessee State 2001) [2006]

J. RAYMOND PINKSTON, Assistant Clinical Professor of Emergency Medicine B.S. (Vanderbilt 1986); M.D. (Tennessee, Memphis 1991) [1997]

C. WRIGHT PINSON, Deputy Vice Chancellor for Health Affairs; Senior Associate Dean for Clinical Affairs; H. William Scott Jr. Chair in Surgery; Professor of Surgery; CEO Vanderbilt Health Systems B.A., M.B.A. (Colorado, Denver 1974, 1976); M.D. (Vanderbilt 1980) [1990]

SHARON MARIE PIPER, Clinical Instructor in Obstetrics and Gynecology B.A. (Toledo 1981); M.D. (Eastern Virginia 1987) [1991]

DAVID W. PISTON, Louise B. McGavock Chair; Professor of Molecular Physiology and Biophysics; Professor of Physics; Director Biophotonics Institute B.A. (Grinnell 1984); M.S., Ph.D. (Illinois, Champaign 1986, 1989) [1992]

ANGELA PITMAN, Assistant in Medicine B.S. (Sam Houston State 2004); M.S.N. (Vanderbilt 2011) [2014]

ADAM S. PITTS, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S., D.D.S. (Oklahoma 2000, 2004); M.D. (Vanderbilt 2007) [2010]

GREGORY S. PLEMMONS, Associate Professor of Clinical Pediatrics B.S. (Wofford 1987); M.D. (Medical University of South Carolina 1992); M.F.A. (Bennington 2007) [1998]

SHELLY W. PLOCH, Assistant in Medicine B.S., M.S.N. (Vanderbilt 2009, 2011) [2012]

ERIN J. PLOSA, Instructor in Pediatrics B.A. (Vanderbilt 1999); M.D. (Wake Forest 2005) [2011]

FERNANDO P. POLACK, Professor of Pediatrics; Cesar Milstein Chair in Pediatrics B.S., M.D. (Buenos Aires [Argentina] 1985, 1990) [2009]

D. BRENT POLK, Adjunct Professor of Pediatrics B.S. (Ouachita Baptist 1980); M.D. (Arkansas, Little Rock 1984) [1990]

GREGORY G. POLKOWSKI, Assistant Professor of Orthopaedic Surgery and Rehabilitation B.S., M.D. (Arkansas 2000, 2004); M.Sc. (Connecticut 2012) [2013]

JENNIFER M. POLLICE-MESERVY, Assistant in Medicine B.S.N. (Michigan State 1993); M.S. (Michigan 2000) [2001]

BRIAN D. POLLOCK, Assistant in Psychiatry B.A. (Pennsylvania 2003); M.S.N. (Vanderbilt 2008) [2011]

VASILIY V. POLOSUKHIN, Research Associate Professor of Medicine M.D. (Tomsk Medical Institute [Russia] 1984); Ph.D., Sc.D. (Institute of Clinical and Experimental Medicine, Novosibirsk [Russia] 1991, 1998) [2003]

JENNIFER SHEPPARD POOLE, Assistant Professor of Clinical Medicine B.A. (Tennessee 2005); M.D. (Tennessee, Memphis 2011) [2014]

JOHN C. POPE IV, Professor of Urologic Surgery; Professor of Pediatrics B.A. (Wake Forest 1985); M.D. (Tennessee, Memphis 1989) [1997]

TANYA PORASHKA, Assistant Clinical Professor of Psychiatry M.D. (Medical Academy, Sofia [Bulgaria] 1996) [2010]

MICHAEL K. PORAYKO, Professor of Medicine B.S. (Illinois, Champaign 1977); M.D. (Illinois, Chicago 1981) [2002]

ELISABETH S. PORDES, Instructor in Clinical Pediatrics B.S. (Georgetown 2006); M.P.H., M.D. (Northeastern Illinois 2010, 2010) [2013]

NED A. PORTER, Professor of Biochemistry; Research Professor of Chemistry B.S.Ch.E. (Princeton 1965); Ph.D. (Harvard 1970) [1998]

ROBERT L. POST, Professor of Molecular Physiology and Biophysics, Emeritus A.B., M.D. (Harvard 1942, 1945) [1948]

FRANCK POTET, Research Assistant Professor of Medicine B.S., M.S. (Nantes [France] 1997, 1998); Ph.D. (Vanderbilt 2003) [2004]

AMY E. POTTER, Assistant Professor of Pediatrics; Assistant Professor of Medicine B.S. (Houston 1993); M.D. (Texas, San Antonio 1997) [2002]

ANNE E. POWELL, Research Instructor in Medicine B.A. (Concordia [Oregon] 2003); Ph.D. (Oregon Health and Science 2010) [2013]

JAMES E. POWELL, Medical Director for VMG Williamson County B.S. (Alabama 1987); M.D. (Alabama, Birmingham 1991) [1998]

DORRIS E. POWELL-TYSON, Assistant Professor of Emergency Medicine B.S., M.S. (Tuskegee 1987, 1989); M.D. (Wisconsin 1994) [2003]


ALVIN C. POWERS, Joe C. Davis Chair in Biomedical Science; Professor of Medicine; Professor of Molecular Physiology and Biophysics; Director Divison of Diabetes, Endocrinology and Metabolism B.A. (Virginia 1976); M.D. (Tennessee, Memphis 1979) [1988]

JAMES S. POWERS, Associate Professor of Medicine B.A. (Wesleyan 1973); M.D. (Rochester 1977) [1983]

JENNIFER GLOECKNER POWERS, Assistant Professor of Medicine A.B. (Harvard 2004); M.D. (Vanderbilt 2008) [2012]

THOMAS A. POWERS, Adjunct Associate Professor of Radiology and Radiological Sciences B.S. (Duke 1969); M.D. (Vanderbilt 1973) [1980]

AMBRA POZZI, Professor of Medicine; Associate Professor of Molecular Physiology and Biophysics; Associate Professor of Cancer Biology Ph.D. (Florence [Italy] 1996) [2000]

SATISH D. PRABHU, Associate Clinical Professor of Pediatrics M.B.B.S. (Kasturba Medical [India] 1983); M.D. (Mangalore [India] 1986) [2005]

RUDRA PRAKASH, Clinical Professor of Psychiatry M.B.B.S. (G.S.V.M. Medical [India] 1972); M.D. (Lucknow [India] 1976) [2009]

SUBIR PRASAD, Assistant Clinical Professor of Neurology B.S.E.E. (Mississippi 1990); M.D. (Tennessee, Memphis 1995) [2004]

MARTHA K. PRESLEY, Assistant Professor of Clinical Medicine B.S., J.D., M.D. (Vanderbilt 2004, 2010, 2010) [2013]

MIAS PRETORIUS, Associate Professor of Anesthesiology; Associate Professor of Medicine M.B.Ch.B (Pretoria [South Africa] 1993); D.A. (College of Medicine, Durban [South Africa] 1995); M.Sc. (Vanderbilt 2002) [2001]

ANN H. PRICE, Associate Dean for Alumni Affairs B.A., M.D. (Vanderbilt 1971, 1978) [1983]

JAMES S. PRICE, Clinical Professor of Pediatrics B.A. (University of the South 1964); M.D. (Vanderbilt 1968) [1971]

JAN ELLEN PRICE, Assistant Professor of Clinical Medicine B.S. (Dickinson 1993); M.D. (Johns Hopkins 1997) [2001]

JULIE R. PRICE, Assistant Professor of Clinical Psychiatry B.S. (Florida State 2006); M.S., Psy.D. (Nova Southeastern 2009, 2012) [2013]

RONALD R. PRICE, Godfrey Hounsfield Chair in Radiology and Radiological Sciences; Professor of Physics; Professor of Radiology and Radiological Sciences B.S. (Western Kentucky 1965); Ph.D. (Vanderbilt 1971) [1979]

LAWRENCE S. PRINCE, Adjunct Associate Professor of Pediatrics B.S. (Miami 1989); Ph.D., M.D. (Alabama, Birmingham 1995, 1996) [2007]

WILLIAM W. PRINE, JR., Clinical Professor of Pediatrics B.S. (Louisiana State 1971); M.D. (Mississippi, Jackson 1971) [2005]

ADAM J. PRUDOFF, Assistant Professor of Clinical Medicine B.S. (Pennsylvania State 1993); M.D. (Hahnemann Medical 1998) [2006]

RONALD E. PRUITT, Assistant Clinical Professor of Medicine B.A., M.D. (North Carolina 1976, 1984) [2001]

JOHN C. PRYSE, JR., Assistant Professor of Clinical Oral and Maxillofacial Surgery B.S. (Lincoln Memorial 1971); D.D.S. (Tennessee, Memphis 1974) [2012]

APOSTOLOS PSYCHOGIOS, Assistant Professor of Pediatrics M.D. (Athens [Greece] 1989) [2013]

MEREDITH EVANS PUGH, Assistant Professor of Medicine B.S. (Richmond 2000); M.D. (Virginia Commonwealth 2004) [2012]

JILL M. PULLEY, Director Research Support Services; Research Associate Professor of Medical Education and Administration B.S. (Yale 1991); M.B.A. (Pennsylvania 1996) [2007]

MITCHELL A. PULLIAS, Associate Clinical Professor of Pediatrics B.A. (Lipscomb 1994); M.D. (Tennessee, Memphis 1999) [2003]

JOE B. PUTNAM, JR., Professor of Thoracic Surgery; Professor of Biomedical Informatics; Chair of the Department of Thoracic Surgery A.B., M.D. (North Carolina 1975, 1979) [2004]

IGOR PUZANOV, Associate Professor of Medicine M.D. (Charles, Prague [Czech Republic] 1991); M.S.C.I. (Vanderbilt 2007) [2005]

AI-DONG QI, Research Assistant Professor of Biochemistry M.D. (Binzhou Medical College [China] 1985); M.S. (Shandong Medical [China] 1990); Ph.D. (Chinese University of Hong Kong 1997) [2012]

YING QI, Research Instructor in Biochemistry M.D., M.S. (Henan Medical [China] 1986, 1989); Ph.D. (Beijing Medical [China] 1992) [2014]

HAN-ZHU QIAN, Assistant Professor of Medicine M.D. (Tongji [China] 1989); M.P.H. (Shanghai Medical [China] 1995); Ph.D. (Alabama, Birmingham 2005) [2007]

JUN QIAN, Research Instructor in Medicine B.S., M.S. (Hunan Medical [China] 1994, 1999); Ph.D. (Xiangya School of Medicine [China] 2002) [2012]

JINGBO QIAO, Research Assistant Professor of Pediatric Surgery B.S., M.S. (Harbin Medical [China] 1985, 1988); Ph.D. (Kyoto [Japan] 1997) [2009]

SHIMIAN QU, Research Assistant Professor of Neurology B.A. (Beijing Agricultural [China] 1984); M.S. (Chinese Academy of Sciences 1987); Ph.D. (Vanderbilt 1993) [2013]

XIANGHU QU, Research Assistant Professor of Pediatrics B.S., M.S. (Huazhong Normal [China] 1984, 1987); Ph.D. (Huazhong University of Science and Technology [China] 1999) [2006]

VITO QUARANTA, Professor of Cancer Biology M.D. (Bari [Italy] 1974) [2003]

C. CHAD QUARLES, Assistant Professor of Radiology and Radiological Sciences; Assistant Professor of Cancer Biology; Assistant Professor of Biomedical Engineering; Assistant Professor of Physics B.S. (Centenary College [Louisiana] 1999); Ph.D. (Medical College of Wisconsin 2004) [2007]

SUSANNA LEIGH QUASEM, Assistant Clinical Professor of Psychiatry B.A. (Southern Adventist 1998); M.D. (Tennessee, Memphis 2003) [2008]

RYAN T. RABURN, Assistant in Neurological Surgery B.S. (King 2005); M.S.M. (Trevecca Nazarene 2007) [2010]

ANDREW E. RADBILL, Assistant Professor of Pediatrics B.S. (Vanderbilt 1999); M.D. (Alabama, Birmingham 2003) [2010]

RAFAEL RADI, Adjunct Professor of Biochemistry M.D., Ph.D. (Universidad de la Rep blica [Uruguay] 1988, 1991) [2009]

LISA RAE, Assistant Professor of Surgery B.S. (Maryland 1996); M.B.S., M.D. (New Jersey Medical 2001, 2006) [2013]

STEPHEN P. RAFFANTI, Professor of Medicine B.A. (California, Berkeley 1975); M.D. (Genova [Italy] 1985); M.P.H. (Vanderbilt 2003) [1990]

PAUL W. RAGAN, Associate Clinical Professor of Psychiatry B.A. (Dartmouth 1977); M.D. (Arizona 1981) [1997]

AMANDA NELSON RAGLE, Assistant Professor of Radiology and Radiological Sciences B.S. (Western Kentucky 2000); M.D. (Kentucky, Lexington 2004) [2010]

JENNIFER M. RAGSDALE, Assistant Clinical Professor of Pediatrics B.S. (Notre Dame 1992); M.D. (Tennessee, Memphis 1997) [2000]

S. M. JAMSHEDUR RAHMAN, Research Assistant Professor of Medicine B.Sc., M.Sc. (Dhaka [Bangladesh] 1980, 1981); Ph.D. (Nagoya [Japan] 1991) [2006]

DAVID S. RAIFORD, Associate Vice Chancellor for Health Affairs; Senior Associate Dean for Faculty Affairs; Professor of Medical Education and Administration; Professor of Medicine; Chief Compliance Officer B.S. (Massachusetts Institute of Technology 1981); M.D. (Johns Hopkins 1985) [1991]

SATISH R. RAJ, Associate Professor of Medicine; Associate Professor of Pharmacology B.Sc. (Rensselaer Polytechnic Institute 1991); M.D. (Queen's [Canada] 1996); M.S.C.I. (Vanderbilt 2004) [2002]

TARA RAMACHANDRA, Instructor in Otolaryngology B.S., M.D. (Stanford 2004, 2009) [2014]

RAMNARAYAN RAMACHANDRAN, Assistant Professor of Hearing and Speech Sciences; Assistant Professor of Psychololgy M.Sc. (Birla Institute of Technology [India] 1991); M.S. (Virginia Commonwealth 1993); Ph.D. (Johns Hopkins 2000) [2012]


DAYANIDHI RAMAN, Research Assistant Professor of Cancer Biology D.V.M. (Madras [India] 1988); Ph.D. (Kansas State 1995) [2003]

NAGENDRA RAMANNA, Assistant Professor of Medicine M.B.B.S. (Armed Forces Medical College [India] 1980); M.D. (Postgraduate Institute of Medical Education and Research [India] 1984) [2012]

LLOYD H. RAMSEY, Professor of Medicine, Emeritus B.S. (Kentucky, Lexington 1942); M.D. (Washington University 1950) [1953]

CARLA E. RANSOM, Assistant Professor of Obstetrics and Gynecology B.A. (Duke 2000); M.D. (North Carolina 2005) [2012]

UMA RAO, Professor of Psychiatry and Behavioral Sciences at Meharry Medical College; Professor of Psychiatry at Vanderbilt M.B.B.S. (Bangalore [India] 1982) [2011]

LEON RASKIN, Assistant Professor of Medicine M.Sc. (Tel Aviv [Israel] 1999); Ph.D. (Technion [Israel] 2005) [2012]

JUDITH A. RASSI, Associate Professor of Hearing and Speech Sciences, Emerita B.S. (Illinois State 1961); M.A. (Northwestern 1963) [1990]

CAROL ANN RAUCH, Associate Professor of Pathology, Microbiology, and Immunology A.B. (Dartmouth 1982); Ph.D., M.D. (Johns Hopkins 1991, 1991) [2011]

GILBERT W. RAULSTON, Assistant Clinical Professor of Psychiatry B.S. (Southern Mississippi 1980); M.D. (Mississippi, Jackson 1984) [1988]

MARK E. RAWLS, Assistant Professor of Clinical Pediatrics B.E. (Vanderbilt 2002); M.D. (Mississippi 2006) [2010]

JENNIFER L. RAY, Assistant Clinical Professor of Pediatrics B.S. (Western Kentucky 1989); M.D. (Louisville 1994) [2005]

WAYNE A. RAY, Professor of Health Policy B.S. (University of Washington 1971); M.S., Ph.D. (Vanderbilt 1974, 1981) [1974]

ERIN C. REBELE, Assistant Professor of Clinical Obstetrics and Gynecology B.S. (Lehigh 2002); M.D. (New Jersey Medical 2006) [2010]

CHURKU M. REDDY, Clinical Professor of Pediatrics P.P.C., M.B.B.S. (Osmania [India] 1966, 1966) [1995]

NISHITHA M. REDDY, Assistant Professor of Medicine M.B.B.S. (Ambedkar Medical [India] 1998); M.S.C.I. (Vanderbilt 2010) [2007]

SUJANA K REDDY, Instructor in Clinical Medicine B.A. (Northwestern 1999); M.D. (Tennessee, Memphis 2003) [2014]

V. SREENATH REDDY, Adjunct Associate Professor of Cardiac Surgery B.A. (Amherst 1990); M.D. (Alabama, Birmingham 1995); M.B.A. (Vanderbilt 2000) [2012]

CHRISTINE L. REED, Clinical Instructor in Pediatrics B.S. (Evangel 1999); M.D. (Eastern Virginia 2004) [2007]

PETER W. REED, Associate Professor of Pharmacology, Emeritus B.A. (Syracuse 1961); Ph.D. (SUNY, Upstate Medical Center 1968) [1975]

J. JEFFREY REESE, Associate Professor of Pediatrics; Associate Professor of Cell and Developmental Biology B.A., M.D. (Kansas 1982, 1982) [2002]

KRISTEN L. REESLUND, Assistant Professor of Pediatrics B.S., M.S., Ph.D. (Vanderbilt 2003, 2006, 2010) [2011]

EMILY REISENBICHLER, Assistant Professor of Pathology, Microbiology, and Immunology B.S. (Missouri 2000); M.D. (Texas, Galveston 2007) [2013]

NICHOLAS J. REITER, Assistant Professor of Biochemistry B.S. (Carleton College 1999); Ph.D. (Wisconsin 2006) [2012]

ANNE L. BURKS REVIERE, Assistant in Medicine B.S. (Tennessee 2001); M.S. (Middle Tennessee State 2004); M.S.N. (Vanderbilt 2009) [2013]

TONIA S. REX, Assistant Professor of Ophthalmology and Visual Sciences B.Pharm. (Oakland 1995); Ph.D. (California, Santa Barbara 2007) [2012]

BRENT N. REXER, Assistant Professor of Medicine; Assistant Professor of Cancer Biology B.S. (Baylor 1994); Ph.D., M.D. (Vanderbilt 2001, 2003) [2009]

ALBERT B. REYNOLDS, Ingram Professor of Cancer Research; Professor of Cancer Biology B.A. (Kenyon 1978); Ph.D. (Virginia 1985) [1996]

MICHELLE L. REYZER, Research Assistant Professor of Biochemistry B.S. (William and Mary 1991); Ph.D. (Texas 2000) [2004]

JULIE WANG REZK, Assistant Professor of Oral and Maxillofacial Surgery B.S. (Millsaps 2000); D.M.D. (Alabama, Birmingham 2006) [2008]

JULIE ELIZABETH REZNICEK, Assistant Professor of Medicine B.A. (Quinnipiac 1997); D.O. (Philadelphia College of Osteopathic Medicine 2004) [2010]

KAREN H. RHEA, Associate Clinical Professor of Psychiatry A.B. (King 1967); M.D. (North Carolina 1973) [1977]

RACHEL M. RICAFORT, Assistant Clinical Professor of Pediatrics B.S.N. (Vanderbilt 1988); M.D. (St. George's, Grenada 1997) [2003]

TODD W. RICE, Assistant Professor of Medicine B.S. (Notre Dame 1993); M.D. (Indiana, Indianapolis 1997); M.S.C.I. (Vanderbilt 2005) [2004]

BRUCE E. RICHARDS, Assistant Clinical Professor of Medicine B.S. (Rice 1978); M.D. (Vanderbilt 1982) [1992]

GREGORY P. RICHARDSON, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Western Kentucky 1985); D.M.D. (Louisville 1989) [1999]

THOMAS R. RICHARDSON, Assistant Professor of Clinical Medicine B.A. (William and Mary 1991); M.D. (Virginia 1995) [2006]

ROBERT E. RICHIE, Professor of Surgery, Emeritus B.S. (Kentucky, Lexington 1955); M.D. (Vanderbilt 1959) [1964]

J. ANN RICHMOND, Ingram Professor of Cancer Research; Professor of Cancer Biology; Professor of Medicine B.S. (Louisiana, Monroe 1966); M.N.S. (Louisiana State 1972); Ph.D. (Emory 1979) [1989]

KYRA A. RICHTER, Research Assistant Professor of Pathology, Microbiology, and Immunology B.S. (California, Santa Cruz 1999); M.S. (Barry 2000); Ph.D. (Vanderbilt 2005) [2010]

S. DORSEY RICKARD, Clinical Instructor in Pediatrics B.S. (Duke 2003); M.D. (Vanderbilt 2007) [2011]

TODD A. RICKETTS, Associate Professor of Hearing and Speech Sciences B.A., M.A., Ph.D. (Iowa 1989, 1991, 1995) [1999]

WILLIAM R. RIDDLE, Research Assistant Professor of Radiology and Radiological Sciences B.E. (Vanderbilt 1973); M.S. (Texas 1975); Ph.D. (Vanderbilt 1988) [1988]

HEATHER A. RIDINGER, Assistant Professor of Medicine B.S. (Brigham Young 2005); M.D. (Maryland, Baltimore 2009) [2013]

DEREK A. RIEBAU, Assistant Professor of Neurology B.S. (Wisconsin, Eau Claire 1991); M.D. (Wisconsin 2001) [2005]

DIANA C. RIERA, Assistant Professor of Pediatrics B.S. (Brown 1997); M.D. (New York Medical 2002) [2011]

W. RUSSELL RIES, Carol and John Odess Chair in Facial, Plastic and Reconstructive Surgery B.S. (Southwestern at Memphis 1975); M.D. (Tennessee, Memphis 1978) [1988]

MATTHIAS LUDWIG RIESS, Professor of Clinical Anesthesiology Ph.D. (Medical College of Wisconsin ); M.D. (Albert Ludwigs University of Freiburg [Germany] 1992) [2014]

JEFFREY RIGGS, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Indiana, Indianapolis 1999); D.D.S. (Indiana-Purdue, Indianapolis 2006); M.D. (Texas, Houston 2010) [2014]

STEVEN T. RILEY, Associate Clinical Professor of Pediatrics B.A. (Westminster College 1987); M.D. (Missouri, Kansas City 1992) [1999]

WAYNE JOSEPH RILEY, Clinical Professor of Medicine B.A. (Yale 1981); M.P.H. (Tulane 1988); M.D. (Morehouse 1993); M.B.A. (Rice 2002) [2007]

SHERYL L. RIMRODT, Assistant Professor of Pediatrics B.S. (Stanford 1986); M.D. (California, San Diego 1990) [2009]

MARYLYN D. RITCHIE, Adjoint Associate Professor of Molecular Physiology and Biophysics B.S. (Pittsburgh, Johnstown 1999); M.S., Ph.D. (Vanderbilt 2002, 2004) [2004]


CARMELO J. RIZZO, Professor of Chemistry; Professor of Biochemistry B.S. (Temple 1984); Ph.D. (Pennsylvania 1990) [1992]

ALAN E. ROACH, Clinical Instructor in Pediatrics B.S. (Denison 2004); M.D. (Cincinnati 2008) [2011]

TIMOTHY R. ROADS, Associate Clinical Professor of Pediatrics M.D. (Indiana, Indianapolis 1978) [2005]

HOWARD B. ROBACK, Professor of Psychiatry, Emeritus B.A. (Case Western Reserve 1962); M.S. (Ohio 1964); Ph.D. (York [Canada] 1970) [1972]

IVAN M. ROBBINS, Professor of Medicine B.A. (Brown 1981); M.D. (Case Western Reserve 1991) [1997]

JASON B. ROBBINS, Assistant Clinical Professor of Medicine B.S., M.D. (Vanderbilt 1995, 1999) [2006]

MARK A. ROBBINS, Assistant Professor of Medicine B.S. (Arkansas State 1987); M.D. (Mississippi, Jackson 1993) [2006]

SHELLEY TORRES ROBERT, Assistant in Surgery B.S.N. (Middle Tennessee State 2007); M.S.N. (Vanderbilt 2010) [2011]

L. JACKSON ROBERTS, William Stokes Chair in Experimental Therapeutics; Professor of Pharmacology; Professor of Medicine B.A. (Cornell College 1965); M.D. (Iowa 1969) [1977]

DAVID ROBERTSON, Elton Yates Professorship in Autonomic Disorders; Professor of Medicine; Professor of Neurology; Professor of Pharmacology B.A., M.D. (Vanderbilt 1969, 1973) [1978]

MARSHA ROBERTSON, Assistant Clinical Professor of Psychiatry B.S. (Middle Tennessee State 1976); M.S. (Tennessee 1987) [2008]

ALTHEA A. ROBINSON, Assistant Professor of Neurology B.S. (Florida Atlantic 1999); M.D. (Morehouse 2004) [2009]

PATRICIA F. ROBINSON, Clinical Professor of Pediatrics B.A. (Wake Forest 1975); M.D. (Pennsylvania State 1979) [1982]

VITO K. ROCCO, Assistant Clinical Professor of Medicine B.S. (St. John's 1977); M.D. (Southern California 1981) [1988]

STANLEY C. RODDY, JR., Assistant Clinical Professor of Oral and Maxillofacial Surgery D.M.D. (Kentucky, Lexington 1970) [1975]

DAN M. RODEN, Assistant Vice Chancellor for Personalized Medicine; William Stokes Chair in Experimental Therapeutics; Professor of Medicine; Professor of Pharmacology B.Sc., M.D.C.M. (McGill [Canada] 1970, 1974) [1981]

SCOTT M. RODGERS, Associate Dean for Medical Students; Associate Professor of Medical Education and Administration; Associate Professor of Psychiatry B.S. (Duke 1988); M.D. (Vanderbilt 1994) [2000]

JACQUELINE L. RODIER, Clinical Instructor in Obstetrics and Gynecology A.B. (Cornell 1976); M.D. (Vanderbilt 1980) [1984]

ALICE L. RODRIGUEZ, Instructor in Pharmacology B.S., Ph.D. (Illinois, Champaign 1996, 2002) [2007]

BAXTER P. ROGERS, Research Associate Professor of Radiology and Radiological Sciences; Research Associate Professor of Psychiatry; Research Associate Professor of Biomedical Engineering B.S. (Furman 1998); M.S., Ph.D. (Wisconsin 2001, 2004) [2006]

JOHN P. ROHDE, Assistant Professor of Emergency Medicine B.A. (Hardin-Simmons 1994); M.D. (Texas, San Antonio 1999) [2005]

ANTONIS ROKAS, Cornelius Vanderbilt Chair in Biological Sciences; Associate Professor of Biological Sciences; Associate Professor of Biomedical Informatics B.Sc. (Crete [Greece] 1998); Ph.D. (Edinburgh [U.K.] 2001) [2007]

TRACY ROKAS, Adjunct Instructor in Medical Education and Administration B.A. (Bryn Mawr 1995); M.Sc., Ph.D. (Edinburgh [U.K.] 1998, 2001) [2012]

JOSEPH T. E. ROLAND, Research Assistant Professor of Surgery B.S., Ph.D. (Illinois, Champaign 1998, 2004) [2009]

LORI ANN ROLANDO, Assistant Professor of Clinical Medicine B.S. (Illinois, Champaign 1993); M.D. (Southern Illinois, Springfield 1997) [2008]

LOUISE A. ROLLINS-SMITH, Associate Professor of Pathology, Microbiology, and Immunology; Associate Professor of Pediatrics; Associate Professor of Biological Sciences B.A. (Hamline 1969); M.S., Ph.D. (Minnesota 1972, 1977) [1987]

MARY E. ROMANO, Assistant Professor of Pediatrics B.A. (Dartmouth 1996); M.D. (St. George's, Grenada 2001); M.P.H. (Florida International 2007) [2007]

JOANN ROMANO-KEELER, Instructor in Pediatrics B.A. (Duke 1998); M.S. (Columbia 2001); M.D. (Vermont 2006) [2012]

JAIME A. ROMERO, JR., Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Tennessee, Martin 2002); D.D.S. (Tennessee, Memphis 2007) [2014]

KREIG D. ROOF, Adjunct Assistant Professor of Psychology; Adjunct Instructor in Neurology B.A. (Delaware 1981); M.S., Ph.D. (Pennsylvania State 1984, 1989) [2001]

JERRI MICHELLE ROOK, Research Instructor in Pharmacology B.A. (Drury 2000); Ph.D. (Kansas 2008) [2012]

CONNIE K. ROOT, Assistant in Medicine; Adjunct Instructor in Nursing B.S. (Middle Tennessee State 1974); B.S.N. (Tennessee State 1982); M.S.N. (Vanderbilt 1990) [1991]

CHRISTIAN ROSAS SALAZAR, Assistant Professor of Pediatrics M.D. (Universidad Aut noma de Guadalajara [Mexico] 2002) [2013]

JOHN D. ROSDEUTSCHER, Assistant Clinical Professor of Plastic Surgery B.S., M.D. (Vanderbilt 1987, 1991) [2001]

KRISTIE M. ROSE, Research Assistant Professor of Biochemistry B.S. (Presbyterian [South Carolina] 2000); Ph.D. (Medical University of South Carolina 2005) [2010]

SAMUEL TRENT ROSENBLOOM, Associate Professor of Biomedical Informatics; Associate Professor of Pediatrics; Associate Professor of Medicine B.A. (Northwestern 1992); M.D., M.P.H. (Vanderbilt 1996, 2001) [2002]

MIA A. LEE ROSENFELD, Adjunct Assistant Professor of Hearing and Speech Sciences B.A. (Georgia 1988); M.S. (Vanderbilt 1993); Ph.D. (Kentucky, Lexington 2003) [2002]

SANDRA J. ROSENTHAL, Jack and Pamela Egan Professor of Chemistry; Professor of Chemistry; Professor of Pharmacology B.S. (Valparaiso 1987); Ph.D. (Chicago 1993) [1996]

JOHN D. ROSS, Assistant Professor of Radiology and Radiological Sciences B.A. (Vanderbilt 1994); M.D. (Tennessee, Memphis 1999) [2005]

KERRY W. ROSS, Clinical Instructor in Pediatrics B.A. (Union [Tennessee] 1993); M.D. (Tennessee, Memphis 1998) [2012]

TONY L. ROSS, Associate Professor of Clinical Medicine; Associate Professor of Clinical Pediatrics B.S. (Lipscomb 1977); M.D. (Louisville 1982) [2009]

OLIVIA W. ROSSANESE, Research Assistant Professor of Biochemistry B.S. (Drexel 1994); Ph.D. (Chicago 2000) [2010]

ANNE T. ROSSELL, Clinical Instructor in Obstetrics and Gynecology B.S. (Vanderbilt 1999); M.D. (Georgetown 2005) [2009]

ALICE M. ROTHMAN, Assistant Professor of Clinical Pediatrics B.A. (Cornell 1992); M.P.H. (North Carolina 1996); M.D. (Duke 1997) [2002]

RUSSELL L. ROTHMAN, Associate Professor of Medicine; Director, Vanderbilt Center for Health Services Research B.S., M.P.P., M.D. (Duke 1992, 1996, 1996) [2002]

JEFFREY N. ROTTMAN, Professor of Medicine; Professor of Pharmacology A.B. (Princeton 1976); M.A. (California, Berkeley 1977); M.D. (Columbia 1982) [1997]

CHRISTIANNE L. ROUMIE, Associate Professor of Medicine; Associate Professor of Pediatrics B.A. (Douglass [Canada] 1994); M.D. (New Jersey Medical 1998); M.P.H. (Vanderbilt 2005) [2004]

BERNARD ROUSSEAU, Associate Professor of Otolaryngology; Associate Professor of Mechanical Engineering; Associate Professor of Hearing and Speech Sciences B.S., M.A. (Central Florida 1998, 2000); Ph.D. (Wisconsin 2004) [2005]


BEN H. ROWAN III, Assistant Professor of Clinical Medicine B.E. (Vanderbilt 1989); M.D. (Tennessee, Memphis 2001) [2004]

AMA ARTHUR ROWE, Assistant Professor of Clinical Psychiatry B.A. (Spelman 2001); M.D. (Meharry Medical 2006) [2011]

DONALD H. RUBIN, Professor of Medicine; Professor of Pathology, Microbiology, and Immunology B.A. (Stony Brook 1969); M.D. (Cornell 1974) [1992]

H. EARL RULEY, Professor of Pathology, Microbiology, and Immunology B.A. (Stanford 1974); Ph.D. (North Carolina 1980) [1992]

PAUL J. RUMMO, Assistant Professor of Orthopaedic Surgery and Rehabilitation B.A. (Saint Anselm 1990); D.O. (New England College 1994) [2005]

VICTORIA R. RUNDUS, Associate Clinical Professor of Pediatrics B.S. (Houston 1991); M.D. (Texas, San Antonio 1999) [2003]

JORDAN DOUGLAS RUPP, Instructor in Emergency Medicine B.A. (Taylor 2007); M.D. (Wright State 2011) [2014]

CHARLES B. RUSH, Associate Professor of Clinical Obstetrics and Gynecology B.A. (Northwestern 1979); M.D. (Cincinnati 1984) [1988]

MARGARET G. RUSH, Professor of Clinical Pediatrics; Chief of Staff, Monroe Carell Jr. Children's Hospital at Vanderbilt B.A. (DePauw 1980); M.D. (Cincinnati 1984) [1989]

STEPHAN E. RUSS, Associate Professor of Emergency Medicine B.S. (Tennessee 1997); M.D. (Tennessee, Memphis 2003) [2006]

HENRY P. RUSSELL, Assistant Professor of Clinical Surgery B.S. (U.S. Military Academy 1969); M.D. (Tennessee, Memphis 1978) [2006]

REGINA G. RUSSELL, Assistant in Medical Education and Administration B.A., M.Ed. (Arkansas 1995, 1997); M.A. (Tennessee 2005) [2013]

WILLIAM E. RUSSELL, Cornelius Vanderbilt Chair; Professor of Pediatrics; Professor of Cell and Developmental Biology B.S. (Michigan 1972); M.D. (Harvard 1976) [1990]

WILLIAM L. RUSSELL, Adjunct Professor of Surgery B.S. (Delta State 1964); M.D. (Arkansas, Little Rock 1969) [2006]

ABIGAIL RYAN, Clinical Instructor in Pediatrics B.A. (Saint Louis 2004); M.D. (Saint Louis University 2008) [2013]

G. KYLE RYBCZYK, Senior Associate in Medicine B.S.N. (MidAmerica Nazarene 1987); M.S.N. (Vanderbilt 1998) [1999]

SERGEY V. RYZHOV, Research Assistant Professor of Medicine M.D., Ph.D. (Siberian State [Russia] 1995, 1999) [2004]

PABLO J. SAAVEDRA, Assistant Professor of Medicine B.S., M.D. (Case Western Reserve 1988, 1996) [2005]

DAVID N. SACKS, Assistant Professor of Clinical Psychiatry B.A., M.A. (Stanford 1992, 1992); Ph.D. (Florida State 2003) [2013]

GLYNIS A. SACKS-SANDLER, Professor of Clinical Radiology and Radiological Sciences; Associate Professor of Clinical Obstetrics and Gynecology M.B.B.Ch. (Witwatersrand [South Africa] 1978) [2003]

VIKRANT V. SAHASRABUDDHE, Research Assistant Professor of Medicine M.B.B.S. (Pune [India] 1999); M.P.H., Dr.P.H. (Alabama, Birmingham 2003, 2006) [2005]

JIQING SAI, Research Assistant Professor of Cancer Biology B.S. (Anhui [China] 1984); M.S. (Beijing Agricultural [China] 1990); Ph.D. (Vanderbilt 2000) [2004]

AMANDA H. SALANITRO MIXON, Assistant Professor of Medicine B.A. (Earlham School of Religion 1995); M.D. (Texas Tech University 2004); M.P.H. (Alabama, Birmingham 2009) [2010]

SAFIA N. SALARIA, Assistant Professor of Pathology, Microbiology, and Immunology B.S. (University of the Punjab [Pakistan] 2004); M.B.B.S. (King Edward Medical [Pakistan] 2004) [2013]

SUSAN S. SALAZAR, Assistant Professor of Clinical Obstetrics and Gynecology B.S.N. (Barry 1988); M.S.N. (Florida 1996); Ph.D. (Barry 2009) [2012]

KENNETH J. SALLENG, Assistant Professor of Pathology, Microbiology, and Immunology B.A. (Berea 1987); D.V.M. (Missouri 1992) [2006]

JOSEPH G. SALLOUM, Assistant Professor of Medicine B.S., M.D. (American University of Beirut [Lebanon] 1992, 1996) [2005]

BLAKE L. SALMONY IV, Assistant in Medicine B.S. (Goucher 2006); M.S.N. (Vanderbilt 2010) [2012]

BLAKE SALTAFORMAGGIO, Instructor in Radiology and Radiological Sciences B.S., M.D. (Louisiana State 2005, 2009) [2014]

UCHECHUKWU K. A. SAMPSON, Assistant Professor of Medicine; Assistant Professor of Radiology and Radiological Sciences; Assistant Professor of Pathology, Microbiology, and Immunology M.B.B.S. (Ibadan [Nigeria] 1994); M.B.A. (Rutgers, Newark 1998); M.P.H. (Robert Wood Johnson Medical, New Brunswick 1998); M.Sc. (Oxford [U.K.] 2004) [2007]

DAVID C. SAMUELS, Associate Professor of Molecular Physiology and Biophysics B.A. (Washington University 1983); Ph.D. (Oregon 1990) [2009]

WARREN S. SANDBERG, Professor of Anesthesiology; Professor of Biomedical Informatics; Professor of Surgery; Chair of the Department of Anesthesiology B.A. (California, Berkeley 1986); Ph.D., M.D. (Chicago 1991, 1994) [2010]

CHARLES R. SANDERS II, Aileen M. Lange and Annie Mary Lyle Chair in Cardiovascular Research; Professor of Biochemistry; Professor of Medicine B.S. (Milligan 1983); Ph.D. (Ohio State 1988) [2002]

DAN S. SANDERS III, Clinical Professor of Pediatrics B.S. (Kentucky, Lexington 1974); M.D. (Vanderbilt 1978) [1983]

WILLIAM A. SANDERS, Clinical Instructor in Pediatrics B.S. (Vanderbilt 2003); M.D. (Tennessee, Memphis 2008) [2011]

ELAINE SANDERS-BUSH, Professor of Pharmacology, Emerita B.S. (Western Kentucky 1962); Ph.D. (Vanderbilt 1967) [1968]

MAUREEN SANDERSON, Professor of Obstetrics and Gynecology at Meharry Medical College; Adjunct Professor of Medicine at Vanderbilt B.S. (Ohio State 1979); M.P.H. (Texas, Houston 1984); Ph.D. (University of Washington 1996) [2010]

KIM SANDLER, Instructor in Radiology and Radiological Sciences B.A. (Emory 2005); M.D. (Vanderbilt 2009) [2014]

MARTIN P. SANDLER, Professor of Radiology and Radiological Sciences; Professor of Medicine M.B.Ch.B (Cape Town [South Africa] 1972) [1983]

MAUREEN S. SANGER, Assistant Professor of Pediatrics B.A. (Notre Dame 1982); M.S., Ph.D. (Vanderbilt 1985, 1988) [2007]

SAMUEL A. SANTORO, Dorothy Beryl and Theodore R. Austin Chair in Pathology; Professor of Pathology, Microbiology, and Immunology; Professor of Biochemistry; Chair of the Department of Pathology, Microbiology, and Immunology B.S. (Emory 1972); Ph.D., M.D. (Vanderbilt 1979, 1979) [2003]

REBECCA M. SAPPINGTON-CALKINS, Assistant Professor of Ophthalmology and Visual Sciences; Assistant Professor of Pharmacology B.S. (Washington College 2000); M.S., Ph.D. (Rochester 2003, 2004) [2009]

ROCHELL LEE SASSE, Assistant in Urologic Surgery A.D. (Columbia State Community 1998); M.S.N. (Vanderbilt 2007) [2008]

MOHANAKRISHNAN M. SATHYAMOORTHY, Assistant Clinical Professor of Medicine B.S., M.S.E. (Johns Hopkins 1993, 1995); M.D. (SUNY, Stony Brook 2001) [2007]

GOWRI SATYANARAYANA, Assistant Professor of Medicine B.S. (Wright State 2001); M.D. (Ohio State 2007) [2013]

CHRISTINE SAUNDERS, Research Associate Professor of Pharmacology B.A. (Franklin and Marshall 1988); Ph.D. (Philadelphia College of Pharmacy 1994) [2002]

BIPIN N. SAVANI, Professor of Medicine M.B.B.S. (B. J. Medical [India] 1987) [2007]

BENJAMIN R. SAVILLE, Assistant Professor of Biostatistics B.S. (Brigham Young 2002); M.S., Ph.D. (North Carolina 2004, 2008) [2008]

MICHAEL ROBERT SAVONA, Associate Professor of Clinical Medicine B.A. (Davidson 1994); M.D. (Wake Forest 2002) [2014]

DOUGLAS B. SAWYER, Lisa M. Jacobson Chair in Cardiovascular Medicine; Professor of Medicine; Professor of Pharmacology B.S., Ph.D., M.D. (Cornell 1984, 1990, 1991) [2006]


JOHN L. SAWYERS, Professor of Surgery, Emeritus B.A. (Rochester 1946); M.D. (Johns Hopkins 1949) [1961]

RISHI K. SAXENA, Assistant Clinical Professor of Medicine M.D. (Government Medical, Chandigarh [India] 1983) [2005]

MELISSA L. YESKA SCALISE, Assistant Professor of Clinical Medicine B.S. (Wayne State 2001); M.D. (Nebraska 2006) [2010]

ANDREW E. SCANGA, Assistant Professor of Medicine B.S., M.D. (North Carolina 1997, 2002) [2009]

KRISTEN R. SCARPATO, Instructor in Urologic Surgery B.A. (Colorado 2000); M.P.H. (Boston University 2003); M.D. (Tufts 2009) [2014]

HEIDI M. SCHAEFER, Associate Professor of Medicine B.S., M.D. (Cincinnati 1994, 1998) [2004]

WILLIAM SCHAFFNER, Professor of Health Policy; Professor of Medicine B.S. (Yale 1957); M.D. (Cornell 1962) [1968]

JEFFREY D. SCHALL, E. Bronson Ingram Professor of Neuroscience; Professor of Ophthalmology and Visual Sciences B.S. (Denver 1982); Ph.D. (Utah 1986) [1989]

KEVIN L. SCHEY, Professor of Biochemistry; Professor of Ophthalmology and Visual Sciences B.S. (Muhlenberg 1984); Ph.D. (Purdue 1989) [2008]

JONATHAN S. SCHILDCROUT, Associate Professor of Biostatistics; Associate Professor of Anesthesiology B.S. (Indiana, Bloomington 1994); M.S. (North Carolina 1996); Ph.D. (University of Washington 2004) [2004]

NICOLE L. SCHLECHTER, Clinical Instructor in Obstetrics and Gynecology B.A., Ph.D. (California, Berkeley 1983, 1987); M.D. (Vanderbilt 1990) [1994]

KELLY H. SCHLENDORF, Assistant Professor of Medicine B.S., B.A. (Duke 1999, 1999); M.D. (Emory 2005); M.H.S. (Johns Hopkins 2011) [2012]

BARBARA G. SCHNEIDER, Research Professor of Medicine B.S. (Baylor 1971); M.A., Ph.D. (Texas, San Antonio 1975, 1989) [2005]

CLAUS SCHNEIDER, Associate Professor of Pharmacology M.S., B.A., Ph.D. (Universit t W rzburg [Germany] 1992, 1996, 1997) [2001]

NATASHA J. SCHNEIDER, Assistant Professor of Medicine B.S. (Harvard 2005); M.D. (Vanderbilt 2005) [2013]

RICHARD P. SCHNEIDER, Associate Clinical Professor of Medicine B.A. (Emory 1963); M.D. (Columbia 1967) [1973]

SCARLETT E. SCHNEIDER, Assistant Professor of Clinical of Medicine B.S., M.D. (Miami 2002, 2006) [2013]

JOHN F. SCHNELLE, Paul V. Hamilton M.D. Chair in Geriatrics; Professor of Medicine B.A. (Hanover 1966); Ph.D. (Tennessee 1970) [2006]

NATHALIE C. SCHNETZ-BOUTAUD, Research Instructor in Pharmacology Maîtrise, D.E.A., Ph.D. (Louis Pasteur [France] 1987, 1990, 1994) [2007]

JONATHAN G. SCHOENECKER, Assistant Professor of Orthopaedic Surgery and Rehabilitation; Assistant Professor of Pathology, Microbiology, and Immunology; Assistant Professor of Pharmacology; Assistant Professor of Pediatrics B.A. (Middlebury 1996); Ph.D., M.D. (Duke 2002, 2003) [2009]

HAL C. SCHOFIELD, Assistant Clinical Professor of Psychiatry B.A. (Brigham Young 1986); M.D. (Texas, San Antonio 1994) [1998]

MARY WALKER SCHOFIELD, Assistant Clinical Professor of Pediatrics B.S. (Louisiana State, Shreveport 1980); M.D. (Louisiana State 1984) [2010]

SETH J. SCHOLER, Associate Professor of Pediatrics B.A., M.D., M.P.H. (Indiana, Indianapolis 1985, 1989, 1994) [1995]

RACHEL L. SCHREIER, Assistant in Medicine B.S. (Tennessee, Martin 1996); M.S.N. (Vanderbilt 1998) [2011]

C. MELANIE SCHUELE, Associate Professor of Hearing and Speech Sciences B.S.Ed. (Miami [Ohio] 1981); M.A. (Texas 1985); Ph.D. (Kansas 1995) [2002]

KATHARINE N. SCHULL, Assistant Clinical Professor of Pediatrics B.S., M.D. (Alabama, Birmingham 1981, 1985) [1997]

BRENDA A. SCHULMAN, Adjunct Associate Professor of Biochemistry B.A. (Johns Hopkins 89); Ph.D. (Massachusetts Institute of Technology 1996) [2007]

GERALD SCHULMAN, Professor of Medicine B.A. (SUNY, Buffalo 1973); M.D. (New York Medical 1977) [1988]

DAVID ALLEN SCHWARTZ, Associate Professor of Medicine B.A. (Pennsylvania 1990); M.D. (Meharry Medical 1995) [2002]

GARY R. SCHWARTZ Associate Professor of Clinical Emergency Medicine; Assistant Professor of Pediatrics B.S. (Emory 1980); M.D. (Morehouse 1985) [1991]

HERBERT S. SCHWARTZ, Professor of Orthopaedic Surgery and Rehabilitation; Professor of Pathology, Microbiology, and Immunology; Chair of the Department of Orthopaedic Surgery and Rehabilitation B.S. (Illinois, Chicago 1977); M.D. (Chicago 1981) [1987]

MARY RUTH SCOBEY, Clinical Instructor in Pediatrics B.S. (Lipscomb 2002); M.D. (Tennessee, Memphis 2006) [2014]

CAROL R. SCOTT, Assistant in Medicine B.A. (Randolph-Macon Woman's College 1989); B.S., M.S. (Tennessee 1992, 1996) [2007]

JOHN D. SCOTT, Instructor in Clinical Medicine; Instructor in Clinical Pediatrics B.A. (Harding 1988); M.D. (Tennessee, Memphis 1993) [2006]

PATRICIA L. SCOTT, Assistant Clinical Professor of Obstetrics and Gynecology B.S. (Tennessee 1995); M.S. (Tulane 1999); M.D. (Tennessee, Memphis 2003) [2010]

SHALI RICKER SCOTT, Clinical Instructor in Obstetrics and Gynecology B.A. (Tennessee 1989); M.D. (Tennessee, Memphis 1993) [1997]

JENNIFER A. SCROGGIE, Assistant Professor of Nursing; Associate in Psychiatry B.S.N. (Belmont 1994); M.S.N. (Vanderbilt 1997) [2003]

LINDA J. SEALY, Associate Professor of Cancer Biology; Associate Professor of Cell and Developmental Biology; Associate Professor of Molecular Physiology and Biophysics B.A. (Illinois Wesleyan 1976); Ph.D. (Iowa 1980) [1986]

CHARLES M. SEAMENS, Associate Professor of Clinical Emergency Medicine B.S., M.D. (Georgetown 1981, 1985) [1992]

JENNIFER B. SEAWELL, Assistant Clinical Professor of Pediatrics B.S. (Louisiana State 1998); M.D. (Louisiana State, New Orleans 2002) [2005]

ERIC SEBZDA, Assistant Professor of Pathology, Microbiology, and Immunology B.Sc., Ph.D. (Toronto [Canada] 1992, 1998) [2007]

RAPHAEL SEE, Assistant Professor of Medicine B.S. (Arizona State 2003); M.D. (Texas, Southwestern Medical 2003) [2010]

SARAH H. SEE, Assistant Professor of Clinical Medicine M.D. (Texas, Southwestern Medical 2006) [2012]

NEIL E. SEETHALER, Associate Clinical Professor of Pediatrics B.A. (Pennsylvania 1992); M.D. (Vanderbilt 1996) [2003]

DONNA L. SEGER, Professor of Clinical Medicine; Professor of Clinical Emergency Medicine B.S., M.D. (North Dakota 1975, 1977) [1988]

JOHN W. SEIBERT, Assistant Professor of Otolaryngology B.S. (Vanderbilt 1994); M.S., M.D. (Arkansas, Little Rock 1997, 2001) [2009]

SANDRA S. SEIDEL, Associate in Psychiatry B.S.N. (South Dakota State 1987); M.S.N. (Vanderbilt 1992); D.N.P. (Minnesota 2013) [2002]

DOUGLAS L. SEIDNER, Associate Professor of Medicine B.S. (SUNY, Albany 1979); M.D. (SUNY, Upstate Medical Center 1983) [2008]

WESLEY H. SELF, Assistant Professor of Emergency Medicine B.S. (Davidson 2001); M.D. (Virginia 2005) [2009]

REBECCA JUNE SELOVE, Adjunct Associate Professor of Psychiatry M.A. (Western Kentucky 1979); Ph.D. (Peabody 1984); M.P.H. (Saint Louis 2002) [2013]

SALYKA SENGSAYADETH, Assistant Professor of Medicine B.A., M.D. (East Tennessee State 2002, 2006) [2013]


WILLLIAM E. SERAFIN, Assistant Professor of Clinical Medicine B.S. (Middle Tennessee State 1975); M.D. (Vanderbilt 1979) [1984]

JOHN S. SERGENT, Professor of Medicine B.A., M.D. (Vanderbilt 1963, 1966) [1988]

SHANNON E. SERIE, Assistant Professor of Clinical Medicine B.S. (Wake Forest 1997); M.D. (Tennessee, Memphis 2001) [2007]

MANISH K. SETHI, Assistant Professor of Orthopaedic Surgery and Rehabilitation B.A., B.Sc. (Brown 2000, 2000); M.D. (Harvard Medical 2005) [2010]

HEATHER A. SEVCIK, Instructor in Clinical Obstetrics and Gynecology B.A. (Warren Wilson 2010); M.S.N. (Vanderbilt 2012) [2013]

CARLA M. SEVIN, Assistant Professor of Medicine B.A. (Duke 1997); M.D. (South Florida 2004) [2011]

ROBERT A. SEWELL, Associate Clinical Professor of Urologic Surgery B.S. (Duke 1964); M.D. (Vanderbilt 1968) [1977]

R. BRUCE SHACK, Professor of Plastic Surgery; Chair of the Department of Plastic Surgery; Adjunct Professor of Nursing M.D. (Texas, Galveston 1969) [2002]

CLAUDE EDWARD SHACKELFORD, Assistant Professor of Clinical Pediatrics; Assistant Professor of Clinical Medicine B.A. (Harvard 1995); M.D. (Alabama, Birmingham 2000) [2008]

DAVID SHAFFER, Professor of Surgery B.A. (Yale 1978); M.D. (Columbia 1982) [2001]

CHIRAYU SHAH, Assistant Clinical Professor of Radiology and Radiological Sciences B.S. (Lipscomb 1998); M.D. (Meharry Medical 2004) [2012]

MALEE V. SHAH, Assistant Professor of Pediatrics M.D. (Medical University of Silesia [Poland] 2001) [2009]

CHEVIS N. SHANNON, Research Assistant Professor of Neurological Surgery B.S. (Alabama, Birmingham 1993); M.B.A. (Florida State 1998); M.P.H., Dr.P.H. (Alabama, Birmingham 2002, 2009) [2013]

ANGELIQUE M. SHAPMAN, Assistant in Medicine B.S. (Austin Peay State 2005); M.S.N. (Saint Louis 2008) [2011]

STEVEN S. SHARFSTEIN, Adjunct Professor of Psychiatry B.A. (Dartmouth 1964); M.D. (Yeshiva 1968); M.P.A. (Harvard 1973) [2008]

KENNETH W. SHARP, Professor of Surgery B.S. (Florida 1973); M.D. (Johns Hopkins 1977) [1984]

DERON V. SHARPE, Assistant Clinical Professor of Neurology B.S., M.D. (Missouri 1994, 1998) [2003]

JOHN H. SHATZER, JR., Associate Professor of Medical Education and Administration; Director, Center for Experimental Learning and Assessment B.A. (Evansville 1967); M.S. (Indiana, Bloomington 1969); Ph.D. (Illinois, Champaign 1991) [2005]

AARON C. SHAVER, Assistant Professor of Pathology, Microbiology, and Immunology B.S. (Rice 1997); Ph.D. (Pennsylvania 2003); M.D. (Chicago 2007) [2012]

AMANDA M. SHAW, Assistant in Medicine B.S. (Middle Tennessee State 1997); M.S.N. (Vanderbilt 2002) [2011]

ANDREW SHAW, Professor of Clinical Anesthesiology B.Sc. (Imperial College of Science and Technology [U.K.] 1991); M.B.B.S. (London [U.K.] 1992) [2014]

ROMAN V. SHCHEPIN, Research Instructor in Radiology and Radiological Sciences B.S. (Perm State [Russia] 2000); Ph.D. (Nebraska 2006) [2007]

JOHN K. SHEA, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Bradley 1982); D.M.D. (Southern Illinois 1986) [2009]

JONATHAN H. SHEEHAN, Research Assistant Professor of Biochemistry A.B. (Harvard 1988); Ph.D. (Vanderbilt 2006) [2009]

MARLON SHELL, Assistant Clinical Professor of Pediatrics B.S., M.D. (Michigan 2002, 2006) [2010]

JAMES R. SHELLER, Professor of Medicine B.A. (University of the South 1967); M.A. (Oxford [U.K.] 1970); M.D. (Vanderbilt 1973) [1981]

ELAINE L. SHELTON, Research Assistant Professor of Pediatrics B.A. (Miami [Ohio] 2002); Ph.D. (Cincinnati 2008) [2013]

RICHARD C. SHELTON, Adjunct Professor of Psychiatry B.S. (East Tennessee State 1975); M.D. (Louisville 1979) [1985]

SHARON T. SHEN, Assistant Professor of Medicine B.S. (Massachusetts Institute of Technology 1999); M.D. (Northwestern 2003) [2013]

JAYANT P. SHENAI, Professor of Pediatrics M.B.B.S. (Seth G.S. Medical [India] 1969); D.C.H. (College of Physicians and Surgeons, Mumbai [India] 1971); M.D. (Seth G.S. Medical [India] 1972) [1978]

QUANHU SHENG, Research Instructor in Cancer Biology B.S. (Nanjing Univ. 1995); M.S., Ph.D. (Chinese Academy of Sciences 2003, 2008) [2014]

BRYAN E. SHEPHERD, Associate Professor of Biostatistics B.S. (Brigham Young 1999); M.S., Ph.D. (University of Washington 2001, 2005) [2005]

MARTHA ELLEN SHEPHERD, Instructor in Clinical Pediatrics; Instructor in Clinical Medicine B.S. (Tennessee, Martin 1997); D.O. (Kansas City 2001) [2008]

VIRGINIA L. SHEPHERD, Professor of Pathology, Microbiology, and Immunology; Professor of Science Education B.S., M.S., Ph.D. (Iowa 1970, 1972, 1975) [1988]

DEBORAH D. SHERMAN, Assistant Clinical Professor of Ophthalmology and Visual Sciences B.S. (Baylor 1982); M.D. (East Tennessee State 1986) [1991]

MICHAEL H. SHERMAN, Assistant Professor of Clinical Psychiatry B.S. (Colorado State 1972); M.D. (Colorado 1976) [1990]

EDWARD R. SHERWOOD, Professor of Anesthesiology B.S. (Southwestern [Texas] 1981); Ph.D. (Tulane 1986); M.D. (Chicago 1994) [2012]

CYNDYA A. SHIBAO, Assistant Professor of Medicine B.Sc., M.D. (Universidad Peruana 'Cayetano Heredia' [Peru] 2001, 2001) [2006]

BIH-HWA SHIEH, Associate Professor of Pharmacology B.S., M.S. (National Taiwan 1979, 1981); Ph.D. (Stony Brook 1986) [1991]

ANDREW ALAN SHINAR, Associate Professor of Orthopaedic Surgery and Rehabilitation B.A. (Stanford 1984); M.D. (Columbia 1988) [2001]

ERIC TATSUO SHINOHARA, Assistant Professor of Radiation Oncology B.S. (Maryland 1999); M.D., M.S.C.I. (Vanderbilt 2003, 2005) [2010]

MASAKAZU SHIOTA, Associate Professor of Molecular Physiology and Biophysics B.S. (Rakuno Gakuen [Japan] 1976); D.V.M. (Ministry of Agriculture, Forestry and Fisheries 1976); M.S., Ph.D. (Osaka Prefecture [Japan] 1978, 1987) [1996]

IRA A. SHIVITZ, Assistant Clinical Professor of Ophthalmology and Visual Sciences B.A. (SUNY, Buffalo 1974); M.D. (Vanderbilt 1978) [1995]

ASHLEY H. SHOEMAKER, Instructor in Pediatrics B.S. (William and Mary 2002); M.D. (Virginia Commonwealth 2006); M.S.C.I. (Vanderbilt 2012) [2010]

M. BENJAMIN SHOEMAKER, Instructor in Medicine B.S. (William and Mary 2002); M.D. (Virginia 2006) [2014]

SEPIDEH SHOKOUHI, Assistant Professor of Radiology and Radiological Sciences Ph.D. (SUNY, Stony Brook 2001) [2012]

MATTHEW S. SHOTWELL, Assistant Professor of Biostatistics B.S., M.S. (East Tennessee State 2004, 2006); Ph.D. (Medical University of South Carolina 2010) [2011]

MARTHA J. SHRUBSOLE, Research Associate Professor of Medicine B.S. (Cedarville 1996); M.S. (Ohio State 1998); Ph.D. (South Carolina 2001) [2004]

XIAO OU SHU, Ingram Professor of Cancer Research; Professor of Medicine M.D., M.P.H. (Shanghai Medical [China] 1984, 1987); M.Phil., Ph.D. (Columbia 1992, 1993) [2000]

HARRISON J. SHULL, JR., Associate Clinical Professor of Medicine B.S. (Vanderbilt 1966); M.D. (Tennessee, Memphis 1970) [1977]

EDWARD K. SHULTZ Associate Professor of Biomedical Informatics; Associate Professor of Pathology, Microbiology, and Immunology B.S. (Oregon 1975); M.D. (Yale 1979); M.S. (Minnesota, Duluth 1984) [1997]


ELIZABETH K.B. SHULTZ, Assistant Professor of Clinical Psychiatry B.S. (Indiana, Bloomington 2005); D.O. (Kansas City 2009) [2013]

JOHN L. SHUSTER, JR., Clinical Professor of Psychiatry B.A. (Tennessee, Chattanooga 1983); M.D. (Emory 1987) [2010]

YU SHYR, Harold L. Moses Chair in Cancer Research; Professor of Biostatistics; Professor of Biomedical Informatics; Professor of Cancer Biology; Professor of Health Policy; Director of the Center for Quantitative Sciences B.B.A. (Tamkang [Taiwan] 1985); M.S. (Michigan State 1989); Ph.D. (Michigan 1994) [1994]

GHODRAT A. SIAMI, Professor of Medicine, Emeritus B.S., M.D. (Tehran [Iran] 1952, 1955); Ph.D. (Vanderbilt 1971) [1983]

KATHERINE L. SIBLER, Assistant in Medicine B.S.N. (Florida State 2006); M.S.N. (Vanderbilt 2008) [2010]

ANJALI T. SIBLEY, Assistant Professor of Clinical Medicine B.A. (Vanderbilt 1997); M.D. (Tennessee, Memphis 2003) [2012]

MOHSIN SIDAT, Adjunct Associate Professor of Health Policy M.D. (Universidade Eduardo Mondlane [Mozambique] 1994); M.Sc. (London [U.K.] 2000); Ph.D. (Melbourne [Australia] 2007) [2011]

VIVIAN SIEGEL, Adjunct Research Professor of Medicine A.B. (Bowdoin 1981); Ph.D. (California, San Francisco 1987) [2006]

EDWARD D. SIEW, Assistant Professor of Medicine B.A. (Johns Hopkins 1995); M.D. (Chicago 1999); M.S.C.I. (Vanderbilt 2007) [2008]

LISA BETH SIGNORELLO, Adjunct Research Associate Professor of Medicine B.S. (Pennsylvania 1990); Sc.M., Sc.D. (Harvard 1996, 1998) [2000]

BANTAYEHU SILESHI, Assistant Professor of Anesthesiology B.S. (California, San Diego 2000); M.D. (Johns Hopkins 2004) [2014]

ALLEN K. SILLS, JR., Associate Professor of Neurological Surgery; Associate Professor of Orthopaedic Surgery and Rehabilitation B.S. (Mississippi State 1986); M.D. (Johns Hopkins 1990) [2009]

WILSON PEREIRA SILVA, Adjunct Assistant Professor M.Sc. (Universidade Federal de Goi s [Brazil] 1994); B.S. (Pontif cia Universidade Cat lica de Goi s [Brazil] 1994); Ph.D. (Sao Paulo [Brazil] 2003) [2011]

ANTONIA SILVA-HALE, Assistant Professor of Clinical Medicine B.A., M.D. (Puerto Rico, Rio Piedras 1977, 1981) [2009]

NABIL SIMAAN, Associate Professor of Mechanical Engineering; Associate Professor of Otolaryngology; Associate Professor of Computer Science B.S., M.Sci., Ph.D. (Technion [Israel] 1994, 1999, 2002) [2010]

HENRY C. SIMMONS III, Assistant Clinical Professor of Oral and Maxillofacial Surgery (Orthodontics) B.S. (Tennessee Technological 1971); D.D.S. (Tennessee, Memphis 1977) [1993]

JILL H. SIMMONS, Associate Professor of Pediatrics B.A. (Tennessee 1995); M.D. (Tennessee, Memphis 2000) [2006]

SANDRA F. SIMMONS, Associate Professor of Medicine B.A., M.A. (Middle Tennessee State 1989, 1991); Ph.D. (Pennsylvania State 1998) [2006]

LUCIEN C. SIMPSON, Clinical Instructor in Medicine B.A. (Lipscomb 1969); M.D. (Washington University 1973) [1978]

TERESA L. SIMPSON, Assistant in Medicine; Assistant in Anesthesiology A.D. (Aquinas College [Tennessee] 1993); M.S.N. (Vanderbilt 2009) [2010]

ANGELA F. SIMS EVANS, Instructor in Clinical Obstetrics and Gynecology B.S. (Tennessee State 1993); M.S.N. (Tennessee 1996) [2010]

AMAR B. SINGH, Assistant Professor of Surgery; Assistant Professor of Medicine B.S., M.S. (Gorakhpur [India] 1983, 1986); Ph.D. (Banaras Hindu [India] 1994) [2002]

BHUMINDER SINGH, Research Instructor in Medicine B.Sc., M.Sc. (Delhi [India] 2000, 2002); Ph.D. ( 2007) [2013]

KSHIPRA SINGH, Research Instructor in Medicine M.Sc., Ph.D. (Central Drug Institute [India] 1999, 2004) [2013]

NARENDRA K. SINGH, Assistant Professor of Orthopaedic Surgery and Rehabilitation B.S. (Regina [Canada] 1978); M.D. (Saskatchewan [Canada] 1983) [2007]

PRADUMNA PRATAP SINGH, Assistant Professor of Neurology at Meharry Medical College; Assistant Professor of Neurology at Vanderbilt M.B.B.S. (Sawai Man Singh Medical [India] 1986) [2002]

ASHLEY N. SINGLETON, Assistant in Medicine B.S. (Middle Tennessee State 2004); M.S.N. (Vanderbilt 2008) [2013]

CHASIDY D. SINGLETON, Associate Professor; Associate Professor of Ophthalmology and Visual Sciences B.S., M.D. (Vanderbilt 1995, 1999) [2005]

DI'NET SINTIM-AMOAH, Clinical Instructor in Pediatrics B.S. (Spelman 2000); M.D. (Morehouse 2004) [2013]

ERIC P. SKAAR, Ernest W. Goodpasture Chair in Pathology; Associate Professor of Pathology, Microbiology, and Immunology; Director Microbial Path Program B.S. (Wisconsin 1996); M.P.H., Ph.D. (Northwestern 2002, 2002) [2005]

DANIEL J. SKARZYNSKI, Assistant Professor of Clinical Medicine B.S. (Yale 1981); M.D. (Northwestern 1985) [2011]

ALEX J. SLANDZICKI, Assistant Professor of Clinical Medicine B.S. (Notre Dame 1989); M.D. (Ohio State 1993) [2009]

JAMES C. SLAUGHTER, Assistant Professor of Biostatistics B.S. (Tulane 1998); M.S. (University of Washington 2000); Dr.P.H. (North Carolina 2007) [2007]

CHRISTOPHER SLOBOGIN, Milton R. Underwood Chair in Law; Professor of Law; Professor of Psychiatry; Director, Criminal Law Program A.B. (Princeton 1973); J.D., LL.M. (Virginia 1977, 1979) [2008]

DAVID ALAN SLOSKY, Assistant Professor of Medicine B.S. (Tulane 1972); M.D. (Colorado 1976) [2005]

BONNIE S. SLOVIS, Professor of Medicine A.B. (Wesleyan [Georgia] 1966); M.Ed. (Georgia State 1975); M.S. (Georgia Institute of Technology 1981); M.D. (Emory 1990) [1996]

COREY M. SLOVIS, Professor of Emergency Medicine; Professor of Medicine; Chair of the Department of Emergency Medicine B.S. (Hobart and William Smith 1971); M.D. (New Jersey Medical 1975) [1992]

ASHLEY F. SMALL, Associate in Orthopaedic Surgery and Rehabilitation B.S.N. (Bellarmine 2002) [2011]

WALTER E. SMALLEY, JR., Professor of Medicine; Professor of Surgery; Associate Professor of Health Policy B.S. (Emory and Henry 1981); M.D. (Duke 1985); M.P.H. (Vanderbilt 1997) [1991]

GEOFFREY H. SMALLWOOD, Clinical Instructor in Obstetrics and Gynecology B.A. (Vanderbilt 1980); M.D. (Tulane 1985) [1993]

CHRISTOPHER P. SMELTZER, Clinical Professor of Pediatrics B.A. (Baylor 1989); M.D. (Vanderbilt 1993) [1997]

ALLISON L. SMITH, Assistant Professor of Medicine B.S. (Washington and Lee 2001); M.D. (Louisville 2005) [2010]

ANDREW HAROLD SMITH, Assistant Professor of Pediatrics; Assistant Professor of Anesthesiology B.S. (Washington and Lee 1997); M.D. (Maryland, Baltimore 2001); M.S.C.I. (Vanderbilt 2007) [2010]

ANTHONY L. SMITH, Clinical Professor of Pediatrics B.A. (Tennessee 1982); M.D. (Tennessee, Memphis 1986) [2006]

BRADLEY E. SMITH, Professor of Anesthesiology, Emeritus B.S. (Tulsa 1954); M.D. (Oklahoma 1957) [1969]

CARLENDA SMITH, Clinical Instructor in Pediatrics B.S. (Hampton 2003); M.D. (East Tennessee State 2007) [2011]

GARY T. SMITH, Clinical Professor of Radiology and Radiological Sciences B.S. (Tennessee 1978); M.D. (Texas, Southwestern Medical 1983) [2009]

HEIDI A. B. SMITH, Assistant Professor of Anesthesiology B.S. (Nebraska 1995); M.D. (South Dakota 1999); M.S.C.I. (Vanderbilt 2005) [2005]

JARROD A. SMITH, Research Associate Professor of Biochemistry B.Sc. (California, Santa Barbara 1992); Ph.D. (Scripps Research Institute 1999) [1999]

JOSEPH A. SMITH, JR., William L. Bray Chair in Urology; Professor of Urologic Surgery; Chair of the Department of Urologic Surgery B.A. (Tennessee 1971); M.D. (Tennessee, Memphis 1974) [1991]


JEFFREY R. SMITH, Associate Professor of Medicine; Associate Professor of Cancer Biology A.B. (Harvard 1985); Ph.D., M.D. (Texas, Southwestern Medical 1992, 1992) [1999]

J. JOSHUA SMITH, Adjunct Instructor in Surgery B.S.E. (Baylor 1997); M.D. (Texas 2004) [2013]

KEEGAN M. SMITH, Associate Clinical Professor of Pediatrics B.S. (Tennessee, Chattanooga 1998); M.D. (Tennessee, Memphis 2002) [2008]

M. KEVIN SMITH, Assistant Professor of Clinical Medicine B.S. (Mississippi 1986); Ph.D., M.D. (Vanderbilt 1991, 1993) [1997]

KURT A. SMITH, Assistant Professor of Emergency Medicine; Assistant Professor of Pediatrics B.A. (Rice 2001); M.D. (Harvard Medical 2005) [2009]

LEAANNE SMITH, Assistant in Medicine B.S.N. (Tennessee 1985); M.S.N. (Alabama, Huntsville 1996) [1997]

MARYLOU SMITH, Instructor in Clinical Obstetrics and Gynecology B.S.N. (Saint John Fisher 2005); M.S.N. (Vanderbilt 2006) [2013]

MICHAEL LEE SMITH, Associate Professor of Medicine; Associate Professor of Pediatrics B.S. (Davidson 1977); M.S., M.D. (East Carolina 1979, 1983) [1994]

PAIGE J. SMITH, Assistant Clinical Professor of Pediatrics B.S. (Tennessee 1998); M.D. (Tennessee, Memphis 2002) [2005]

RAPHAEL F. SMITH, Professor of Medicine, Emeritus B.A. (Vanderbilt 1955); M.D. (Harvard Medical 1960) [1969]

RICHARD P. SMITH, Assistant Clinical Professor of Pediatrics B.S. (Samford 1998); M.D. (Mercer 2004) [2007]

SCOTT ALAN SMITH, Assistant Professor of Medicine B.S., M.D. (Louisville 1997, 2006) [2011]

SETH A. SMITH, Assistant Professor of Radiology and Radiological Sciences; Assistant Professor of Biomedical Engineering B.S., B.S. (Virginia Polytechnic Institute 2001, 2001); Ph.D. (Johns Hopkins 2006) [2009]

STEPHEN J. SMITH, Assistant Professor of Clinical Medicine B.S., M.D. (Louisiana State 1982, 1986) [2009]

TATANISHA P. SMITH, Clinical Instructor in Pediatrics B.S. (Florida Agricultural and Mechanical 2001); M.D. (Meharry Medical 2005) [2014]

TERRENCE A. SMITH, Assistant Professor of Medicine B.S. (Ohio State 1985, 1990); M.D. (Wright State 1997) [2003]

JAMES D. SNELL, JR., Professor of Medicine, Emeritus B.S. (Centenary (New Jersey) 1954); M.D. (Vanderbilt 1958) [1963]

DAVID J. SNODGRASS, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (East Tennessee State 1978); D.D.S. (Tennessee, Memphis 1984) [1995]

BARBARA M. SNOOK, Assistant Professor of Clinical Medicine B.S. (Miami [Ohio] 1991); M.D. (Indiana, Indianapolis 1997) [2004]

S. STEVE SNOW, Clinical Professor of Psychiatry B.A. (Arkansas 1973); M.D. (Arkansas, Little Rock 1977) [1982]

KRISTEN M. SNYDER, Assistant Professor of Pediatrics B.S. (Western Michigan 1996); M.D. (Michigan State 2000) [2012]

ROBERT B. SNYDER, Adjunct Assistant Professor of Orthopaedic Surgery and Rehabilitation M.D. (Wayne State ) [1977]

SHANNON B. SNYDER, Assistant Professor of Emergency Medicine B.S., M.S. (Stanford 1994, 1994); M.D. (Vanderbilt 2000) [2004]

STANLEY O. SNYDER, JR., Associate Clinical Professor of Surgery at St. Thomas Medical Center B.A. (Centre 1968); M.D. (Louisville 1972) [1995]

CHRISTOPHER M. SOBEY, Assistant Professor of Clinical Anesthesiology B.A. (Wake Forest 2005); M.D. (Texas, San Antonio 2009) [2014]

JENNA M. HELMER SOBEY, Assistant Professor of Anesthesiology B.S. (Texas A & M 2005); M.D. (Texas, San Antonio 2009) [2015]

STEPHANIE J. SOHL ROBINETTE, Research Instructor in Medicine B.A. (Michigan 2001); M.A., Ph.D. (Stony Brook 2005, 2008) [2012]

ANDREW G. SOKOLOW, Assistant Professor of Pediatrics B.A., M.D. (SUNY, Buffalo 2001, 2005) [2011]

GARY S. SOLOMON, Associate Professor of Neurological Surgery; Associate Professor of Psychiatry; Associate Professor of Orthopaedic Surgery and Rehabilitation B.A. (Georgia 1974); M.S. (Mississippi State 1975); Ph.D. (Texas Tech University 1983) [1996]

CARMEN C. SOLORZANO, Professor of Surgery B.S., M.D. (Florida 1989, 1993) [2010]

SUSEELA SOMARAJAN, Research Instructor in Surgery B.Sc. (Kerala [India] 1990); M.Sci. (University College, Warangal [India] 1992); B.Ed. (Kerala [India] 1993); M.Phil. (University College, Warangal [India] 1996); Ph.D. (Vanderbilt 2010) [2013]

HASAN H. SONMEZTURK, Assistant Professor of Neurology M.D. (Marmara [Turkey] 1999) [2010]

KELLY L. SOPKO, Assistant Professor of Medicine B.S. (Notre Dame 1997); M.D. (Kentucky, Lexington 2001) [2007]

JONATHAN H. SOSLOW, Assistant Professor of Pediatrics B.A. (Williams 1999); M.D. (Louisiana State, New Orleans 2003) [2010]

JEFFREY A. SOSMAN, Professor of Medicine B.A. (Brandeis 1976); M.D. (Yeshiva 1981) [2001]

MARINOS C. SOTERIOU, Assistant Professor of Clinical Surgery M.D. (Cologne [Germany] 1986) [1998]

E. MICHELLE SOUTHARD-SMITH, Associate Professor of Medicine; Associate Professor of Cell and Developmental Biology B.S. (Oklahoma 1987); Ph.D. (Texas, Southwestern Medical 1992) [1999]

MOHAMMED SOUTTO, Research Instructor in Surgery C.U.E.S., M.S. (Moulay Ismail, Mekn s [Morocco] 1990, 1992); Ph.D. (Seville [Spain] 2000) [2003]

ANTHONY J. SPAHR, Adjoint Assistant Professor of Hearing and Speech Sciences B.S., M.S., Ph.D., M.B.A. (Arizona State 1999, 2001, 2004, 2010) [2011]

THOMAS KENNETH SPAIN, JR., Instructor in Medicine B.S. (Alabama, Huntsville 2006); M.D. (Vanderbilt 2010) [2014]

LUCY B. SPALLUTO, Assistant Professor of Clinical Radiology and Radiological Sciences B.A., M.D. (Virginia 2001, 2006) [2014]

MARCIA E. SPEAR, Assistant in Plastic Surgery; Adjunct Instructor in Nursing A.D.N. (Western Kentucky 1977); B.S.N. (Tennessee State 1996); M.S.N., D.N.P. (Vanderbilt 1999, 2010) [2002]

KAREN ELIZABETH SPECK, Assistant Professor of Surgery B.S. (Tennessee, Memphis 2001); M.D. (Tennessee, Memphis 2005) [2014]

C. NORMAN SPENCER, Clinical Professor of Pediatrics B.A., M.D. (Vanderbilt 1972, 1976) [1979]

DAN M. SPENGLER, Professor of Neurological Surgery; Professor of Orthopaedic Surgery and Rehabilitation B.S. (Baldwin-Wallace 1962); M.D. (Michigan 1966) [1983]

THEODORE SPEROFF, Professor of Medicine; Professor of Biostatistics B.S., Ph.D., M.S. (Akron 1974, 1979, 1984); Ph.D. (Case Western Reserve 1987) [1999]

BENNETT M. SPETALNICK, Associate Professor of Clinical Obstetrics and Gynecology B.S., M.A. (American 1979, 1985); M.D. (Vanderbilt 1991) [1995]

JAMIE BRADFORD SPICER, Assistant in Medicine B.S. (Lipscomb 1983); M.S.N. (Vanderbilt 1996) [2012]

W. ANDERSON SPICKARD III, Assistant Dean for Educational Informatics and Technology; Associate Professor of Medicine; Assistant Professor of Biomedical Informatics B.A. (North Carolina 1985); M.D. (Vanderbilt 1989); M.S. (Virginia 1995) [1995]

W. ANDERSON SPICKARD, JR., Professor of Medicine, Emeritus B.A., M.D. (Vanderbilt 1953, 1957) [1963]

BENJAMIN W. SPILLER, Assistant Professor of Pharmacology; Assistant Professor of Pathology, Microbiology, and Immunology B.S. (California, Davis 1994); Ph.D. (California, Berkeley 1999) [2006]

KURT P. SPINDLER, Adjoint Professor of Orthopaedic Surgery and Rehabilitation B.A. (Rutgers, Newark 1981); M.D. (Pennsylvania 1985) [1991]


STEVEN S. SPIRES, Assistant Professor of Medicine B.S. (Georgia 2003); M.D. (Mercer 2009) [2014]

KELLY E. SPONSLER, Assistant Professor of Medicine B.S. (Emory 1999); M.D. (Pennsylvania State 2004) [2008]

JEFFREY M. SPRAGGINS, Research Assistant Professor of Biochemistry B.A. (Wooster 2003); Ph.D. (Delaware 2009) [2012]

SUBRAMANIAM SRIRAM, William C. Weaver III Chair in Neurology; Professor of Neurology; Professor of Pathology, Microbiology, and Immunology M.B.B.S. (Madras [India] 1973) [1993]

MICHAEL G. STABIN, Associate Professor of Radiology and Radiological Sciences B.S., M.E. (Florida 1981, 1983); Ph.D. (Tennessee 1996) [1998]

LAWRENCE B. STACK, Professor of Emergency Medicine; Professor of Pediatrics B.S. (South Dakota State 1983); M.D. (Oral Roberts 1987) [1995]

JACQUELINE STAFFORD, Assistant Professor of Clinical Obstetrics and Gynecology B.S. (Lipscomb 1987); M.D. (Tennessee, Memphis 1991) [2012]

JOHN M. STAFFORD, Assistant Professor of Medicine; Assistant Professor of Molecular Physiology and Biophysics B.A., Ph.D., M.D. (Vanderbilt 1995, 2001, 2003) [2008]

STEPHEN M. STAGGS, Clinical Instructor in Obstetrics and Gynecology B.S. (Lipscomb 1975); M.D. (Tennessee, Memphis 1978) [1983]

MILDRED T. STAHLMAN, Professor of Pediatrics; Professor of Pathology, Microbiology, and Immunology B.A., M.D. (Vanderbilt 1943, 1946) [1951]

ALACIA TRENT STAINBROOK Assistant in Pediatrics B.A., M.S., Ph.D. (Vanderbilt 2002, 2004, 2007) [2012]

TIMOTHY W. STAMBAUGH, Associate in Psychiatry B.A. (Ohio Christian 1991); M.A. (Asbury Theological Seminary 1994) [2008]

BRADLEY B. STANCOMBE, Associate Professor of Clinical Pediatrics B.S. (Vanderbilt 1980); M.D. (Baylor 1984) [1996]

ANN ROBBINS STARK, Professor of Pediatrics A.B. (Mount Holyoke 1967); M.D. (Harvard Medical 1971) [2011]

CHRISTOPHER T. STARK, Assistant Professor of Clinical Orthopaedic Surgery and Rehabilitation B.S. (California, Davis 1985); M.D. (Medical College of Wisconsin 1989) [2009]

RYAN JORDAN STARK, Assistant Professor of Pediatrics B.S. (Southern California 2002); M.D. (George Washington 2006) [2013]

STACY M. STARK, Assistant Professor of Physical Medicine and Rehabilitation B.S. (Scranton 1997); D.O. (Philadelphia College of Osteopathic Medicine 2001) [2013]

JOHN MALOTTE STARMER, Assistant Professor of Biomedical Informatics; Chief Quality Informatics Officer B.S. (North Carolina State 1989); M.D. (Wake Forest 1995) [2004]

KAREN L. STARR, Associate in Psychiatry B.A. (William Woods 1976); B.S.N. (Missouri 1976); M.S.N. (Vanderbilt 1983) [1995]

JOHN STAUBITZ, Assistant in Pediatrics B.S. (Ohio State 2004); M.Ed. (Vanderbilt 2006) [2014]

SHAUN R. STAUFFER, Research Assistant Professor of Pharmacology B.S. (Southern Illinois 1992); Ph.D. (Illinois, Champaign 1999) [2008]

WILLIAM W. STEAD, Associate Vice Chancellor for Health Affairs; Chief Strategy and Information Officer; McKesson Foundation Chair in Biomedical Informatics; Professor of Biomedical Informatics; Professor of Medicine B.A., M.D. (Duke 1970, 1973) [1991]

WILLIAM G. STEBBINS, Assistant Professor of Medicine B.S. (Williams 1999); M.D. (Mount Sinai 2005) [2010]

G. CHRISTOPHER STECKER, Associate Professor of Hearing and Speech Sciences B.A. (California, San Diego 1994); M.A., Ph.D. (California, Berkeley 1998, 2000) [2013]

MARK P. STEELE, Professor of Medicine B.S. (Illinois 1978); M.D. (Illinois, Chicago 1982) [2012]

BEATRICE M. STEFANESCU, Assistant Professor of Pediatrics M.D. (University of Medicine and Pharmacy [Romania] 1991); M.S. (Wake Forest 2005) [2012]

THILO STEHLE, Adjunct Professor of Pediatrics M.S., Ph.D. (Freiburg [Germany] 1988, 1992) [2004]

ELI STEIGELFEST, Instructor in Clinical Medicine M.D. (Yeshiva 1995) [2007]

JILL E. STEIGELFEST, Assistant Professor of Clinical Pediatrics B.A. (Cornell 1991); M.D. (Yeshiva 1995) [2007]

C. MICHAEL STEIN, Dan May Chair in Medicine; Professor of Medicine; Professor of Pharmacology M.B.Ch.B (Cape Town [South Africa] 1978) [1993]

PRESTON M. STEIN, Assistant Clinical Professor of Pediatrics M.A. (York [Canada] 1969); M.D. (Calgary [Canada] 1975) [2000]

RICHARD A. STEIN, Research Instructor in Molecular Physiology and Biophysics B.A. (California, San Diego 1986); M.S., Ph.D. (Minnesota 1989, 1992) [2011]

RICHARD S. STEIN, Professor of Medicine A.B. (Harvard 1966); M.D. (Harvard Medical 1970) [1977]

ROLAND W. STEIN, Mark Collie Chair in Diabetes Resesarch; Professor of Molecular Physiology and Biophysics; Professor of Cell and Developmental Biology B.A. (California, Los Angeles 1975); M.A., Ph.D. (Yeshiva 1980, 1982) [1986]

SHANE P. STENNER, Instructor in Biomedical Informatics; Instructor in Medicine B.S. (Maryland 2000); M.D. (Johns Hopkins 2005); M.S. (Vanderbilt 2011) [2011]

JULIE ANNE STERLING, Assistant Professor of Medicine; Assistant Professor of Cancer Biology B.S. (Bowling Green State 1998); Ph.D. (Medical College of Ohio 2003) [2008]

TIMOTHY R. STERLING, David E. Rogers Professorship; Professor of Medicine B.A. (Colgate 1985); M.D. (Columbia 1989) [2003]

PAUL STERNBERG, JR., Assistant Vice Chancellor for Adult Health Affairs; Associate Dean for Clinical Affairs; George Weeks Hale Professorship of Ophthalmology; Professor of Ophthalmology and Visual Sciences; Chair of the Department of Ophthalmology and Visual Sciences B.A. (Harvard 1975); M.D. (Chicago 1979) [2003]

RUTH CARR STEWART, Instructor in Clinical Pediatrics; Instructor in Clinical Medicine B.S. (Milligan 1985); M.D. (Tennessee, Memphis 1991) [2013]

XIAOMANG B. STICKLES Assistant Professor of Obstetrics and Gynecology B.S. (California, San Diego 2002); M.D. (Rochester 2006) [2013]

CATHERINE V. STOBER, Assistant Professor of Clinical Medicine B.S. (Florida 1995); M.D. (Johns Hopkins 1999) [2002]

LEANN SIMMONS STOKES, Assistant Professor of Radiology and Radiological Sciences B.S. (Davidson 1992); M.D. (Kentucky, Lexington 1997) [2003]

WILLIAM J. STONE, Professor of Medicine; Associate Professor of Urologic Surgery B.S.E. (Princeton 1958); M.D. (Johns Hopkins 1962) [1969]

R. EDWARD STONE, JR., Associate Professor of Otolaryngology, Emeritus; Associate Professor of Hearing and Speech Sciences, Emeritus B.S. (Whitworth 1960); M.Ed. (Oregon 1964); Ph.D. (Michigan 1971) [1987]

MICHAEL P. STONE, Professor of Chemistry; Professor of Biochemistry B.S. (California, Davis 1977); Ph.D. (California, Irvine 1981) [1984]

WENDY L. STONE, Adjunct Professor of Pediatrics B.A. (Williams 1975); M.S., Ph.D. (Miami 1978, 1981) [1988]

WILLIAM S. STONEY, JR., Professor of Cardiac and Thoracic Surgery, Emeritus B.S. (University of the South 1950); M.D. (Vanderbilt 1954) [1963]

KRISTINA LYNN STORCK, Clinical Instructor in Obstetrics and Gynecology B.S. (University of Washington 1997); M.D. (Vanderbilt 2001) [2005]


ALAN B. STORROW, Associate Professor of Emergency Medicine B.A. (Transylvania 1985); M.D. (Cincinnati 1989) [2006]

JEFFREY G. STOVALL, Associate Professor of Psychiatry B.A. (Carleton College 1979); M.D. (Tennessee, Memphis 1987) [2008]

THOMAS G. STOVALL, Clinical Professor of Obstetrics and Gynecology B.S. (Lipscomb 1979); M.D. (Tennessee, Memphis 1983); M.B.A. (Wake Forest 1997) [2004]

DOUGLAS W. STRAND, Research Assistant Professor of Urologic Surgery B.S. (Liberty 2001); M.Stat. (Baylor 2007) [2013]

CHARLES W. STRATTON, Associate Professor of Pathology, Microbiology, and Immunology; Associate Professor of Medicine B.S. (Bates 1967); M.D. (Vermont 1971) [1979]

DAVID F. STREET, Assistant Clinical Professor of Psychiatry B.S. (Pennsylvania State 1982); M.D. (Drexel 1991) [2008]

THOMAS P. STRICKER, Assistant Professor of Pathology, Microbiology, and Immunology B.S. (Iowa 1997); Ph.D., M.D. (Washington University 2005, 2005) [2012]

STEPHEN A. STRICKLAND, Assistant Professor of Medicine B.S., M.D. (Louisiana State 1995, 2009) [2008]

GEORGE P. STRICKLIN, Professor of Medicine; Director, Division of Dermatology B.A. (Lipscomb 1971); Ph.D., M.D. (Washington University 1977, 1977) [1988]

WERNER KONRAD STRIK, Adjunct Professor of Psychiatry M.D. (Berne [Switzerland] 1986) [2012]

S. ALLISON COX STRNAD, Clinical Instructor in Obstetrics and Gynecology B.S. (Emory 1996); M.D. (Tennessee, Memphis 2000) [2007]

MEGAN K. STROTHER, Associate Professor of Radiology and Radiological Sciences B.A. (Princeton 1993); M.D. (Arkansas, Little Rock 1998) [2004]

DINA MYERS STROUD, Research Assistant Professor of Physics; Research Assistant Professor of Medicine B.A. (Ohio Wesleyan 1996); Ph.D. (Vanderbilt 2001) [2008]

DENISE F. STUART, Associate Clinical Professor of Pediatrics B.A. (Saint Louis 1997); M.D. (Saint Louis University 2001) [2006]

CHRISTOPHER M. STUTZ, Assistant Professor of Orthopaedic Surgery and Rehabilitation B.S. (Midwestern State 2001); M.D. (Texas, Houston 2005) [2012]

YAN RU SU, Research Associate Professor of Medicine M.D. (Wannan Medical [China] 1982); M.Sc. (Nanjing Medical [China] 1987) [2000]

FRIDOLIN SULSER, Professor of Psychiatry, Emeritus; Professor of Pharmacology, Emeritus M.D. (Basel 1955) [1965]

MARSHALL L. SUMMAR, Adjoint Professor of Molecular Physiology and Biophysics B.S. (Vanderbilt 1981); M.D. (Tennessee, Memphis 1985) [1990]

J. BLAIR SUMMITT, Assistant Professor of Plastic Surgery B.A. (Rhodes College 1984); M.D. (Tennessee, Memphis 1995) [2004]

ROBERT LAYMAN SUMMITT, JR., Clinical Professor of Obstetrics and Gynecology B.S. (Rhodes College 1979); M.D. (Tennessee, Memphis 1983) [2004]

JOHN P. SUNDBERG, Adjunct Professor of Medicine B.S. (Vermont 1973); D.V.M. (Purdue 1977); Ph.D. (Connecticut 1981) [1997]

HAKAN W. SUNDELL, Professor of Pediatrics, Emeritus M.D. (Karolinska Institute [Sweden] 1963) [1970]

BONG HWAN SUNG, Research Assistant Professor M.S. (Inje [Korea] 2000); Ph.D. (Gwangju Institute of Science and Technology [Korea] 2008) [2014]

HAK-JOON SUNG, Assistant Professor of Biomedical Engineering; Assistant Professor of Medicine B.S., M.S. (Yonsei [Korea] 1999, 2001); Ph.D. (Georgia Institute of Technology 2004) [2009]

CRAIG R. SUSSMAN, Associate Professor of Clinical Medicine B.A. (Franklin and Marshall 1969); M.D. (Temple 1973) [2001]

JAMES S. SUTCLIFFE, Associate Professor of Molecular Physiology and Biophysics; Associate Professor of Psychiatry B.S. (Auburn 1986); Ph.D. (Emory 1992) [1997]

TAKASHI SUZUKI, Research Instructor in Pathology, Microbiology, and Immunology B.S., M.S. (Yamagata [Japan] 1997, 1999); Ph.D. (Osaka [Japan] 2003) [2011]

MICHAEL C. SWAN, Clinical Instructor in Obstetrics and Gynecology B.S. (Pacific Lutheran 1986); M.D. (Medical College of Wisconsin 1990) [1997]

REBECCA R. SWAN, Assistant Dean for Graduate Medical Education; Associate Professor of Pediatrics B.S. (Randolph-Macon Woman's College 1986); M.D. (Medical College of Virginia 1990) [1997]

PETER J. SWARR, Assistant Clinical Professor of Pediatrics B.A. (Haverford 1994); M.D. (Vermont 1999) [2003]

SUNYA M. SWEENEY, Assistant Professor of Clinical Oral and Maxillofacial Surgery B.A. (Rhodes College 2002); M.D. (Medical College of Georgia 2010) [2014]

LARRY L. SWIFT, Professor of Pathology, Microbiology, and Immunology B.S. (Indiana Central 1967); Ph.D. (Vanderbilt 1971) [1971]

MELANIE D. SWIFT, Assistant Professor of Clinical Medicine B.A. (Rhodes College 1987); M.D. (Tennessee, Memphis 1992) [1995]

WILLIAM H. SWIGGART, Assistant in Medicine B.S., M.S. (Tennessee 1980, 1986) [1998]

DAVID J. SWITTER, Assistant Clinical Professor of Pathology, Microbiology, and Immunology B.S. (Mount Union 1970); M.D. (Vanderbilt 1974) [1981]

RHONDA SWITZER, Assistant Clinical Professor of Oral and Maxillofacial Surgery D.M.D. (Manitoba [Canada] 1991) [2004]

KRISTIN A. SWYGERT, Assistant Professor of Orthopaedic Surgery and Rehabilitation; Assistant Professor of Physical Medicine and Rehabilitation B.A. (Colby 1993); M.S.P.T., D.P.T. (Colorado, Denver 2000, 2004); Ph.D. (Johns Hopkins 2007) [2008]

JOLANTA SZCZARKOWSKA, Assistant Clinical Professor of Pediatrics M.D. (Jagiellonian [Poland] 1982) [2007]

DAVID L. TABB, Associate Professor of Biomedical Informatics; Associate Professor of Biochemistry B.S. (Arkansas 1996); Ph.D. (University of Washington 2003) [2005]

DAVID S. TABER, Assistant Professor of Radiology and Radiological Sciences; Assistant Professor of Emergency Medicine B.S. (Vanderbilt 1973); M.D. (Indiana, Indianapolis 1977) [2000]

MICHAEL F. TABONE, Instructor in Clinical Emergency Medicine B.S. (SUNY, Fredonia 2005); D.O. (Lake Erie College of Osteopathic Medicine 2009) [2014]

MEGAN TACKETT, Clinical Instructor in Pediatrics B.S. (Tennessee 2005); M.D. (Tennessee, Memphis 2009) [2014]

TAKAMUNE TAKAHASHI, Associate Professor of Medicine; Associate Professor of Cancer Biology M.D., Ph.D. (Jikei [Japan] 1988, 1994) [1999]

MEGHA H. TALATI, Research Assistant Professor of Medicine B.S. (Mumbai [India] 1988); M.S. (Maharaja Sayajirao [India] 1990); Ph.D. (Mumbai [India] 1996) [2005]

THOMAS R. TALBOT III, Associate Professor of Medicine B.S. (Duke 1992); M.D., M.P.H. (Vanderbilt 1996, 2003) [2003]

ROBYN A. TAMBOLI, Research Assistant Professor of Surgery B.S. (St. Norbert 1998); Ph.D. (Loyola 2004) [2006]

STACY T. TANAKA, Associate Professor of Urologic Surgery; Associate Professor of Pediatrics B.A. (Princeton 1990); M.S. (California, Berkeley 1993); M.D. (California, Davis 2001) [2009]

HARIKRISHNA TANJORE, Research Assistant Professor of Medicine M.Sc. (Sri Venkateswara [India] 1994); M.Sc. (Kasturba Medical [India] 1997); Ph.D. (Hyderabad [India] 2004) [2008]

SIMPSON BOBO TANNER IV, Assistant Professor of Medicine B.A. (Harvard 1977); M.D. (Wake Forest 1983) [1989]


WILLIAM P. TANSEY, Professor of Cell and Developmental Biology B.Sc., Ph.D. (Sydney [Australia] 1988, 1991) [2009]

JOHN LEEMAN TARPLEY, Professor of Surgery; Professor of Anesthesiology; Program Director, General Surgery Residency Program A.B., M.D. (Vanderbilt 1966, 1970) [1993]

MARGARET J. TARPLEY, Senior Associate in Surgery B.A., M.L.I.S. (Vanderbilt 1965, 1966) [2001]

EMILY M. TARVIN, Instructor in Clinical Medicine B.A. (Maryland 1998); M.D. (Vanderbilt 2007) [2011]

STEVEN M. TATE, Associate Clinical Professor of Pediatrics B.A. (Tennessee 1973); M.D. (Tennessee, Memphis 1976) [1982]

F. WILLIAM TAYLOR, Clinical Instructor in Oral and Maxillofacial Surgery B.S. (Clemson 1976); D.D.S. (Emory 1981); M.S. (North Carolina 1983) [1984]

JULIE LOUNDS TAYLOR Assistant Professor of Pediatrics B.A. (Wheaton 1999); M.A., Ph.D. (Notre Dame 2002, 2004) [2008]

KELLY A. TAYLOR, Associate in Medicine B.A. (Boston University 1992); M.S. (Michigan 1995) [2002]

WARREN D. TAYLOR, Associate Professor of Psychiatry B.S., M.D. (South Florida 1992, 1996); M.H.S. (Duke 2008) [2012]

TODD C. TENENHOLZ, Assistant Professor of Radiation Oncology B.A. (Johns Hopkins 1987); Ph.D., M.D. (Maryland, Baltimore 1999, 1999) [2004]

JOANNE S. TENNYSON, Assistant Professor of Clinical Obstetrics and Gynecology B.A. (California, Los Angeles 1987); M.S.N. (Vanderbilt 1995) [2010]

FRANCESCA TENTORI, Adjunct Instructor in Medicine M.D. (Milan [Italy] 1999) [2008]

PAUL E. TESCHAN, Professor of Medicine, Emeritus B.S., M.B., M.S., M.D. (Minnesota 1946, 1947, 1948, 1948) [1969]

KIRK THAME, Associate Professor of Clinical Pediatrics M.B.B.S. (West Indies [Jamaica] 1992) [2014]

ANNE MARIE THARPE, Professor of Hearing and Speech Sciences; Professor of Otolaryngology; Chair of the Department of Hearing and Speech Sciences B.S. (Arizona 1979); M.S., Ph.D. (Vanderbilt 1980, 1994) [1986]

WESLEY P. THAYER, Assistant Professor of Plastic Surgery; Assistant Professor of Orthopaedic Surgery and Rehabilitation; Assistant Professor of Biomedical Engineering B.S. (Tennessee 1993); Ph.D., M.D. (Emory 1999, 2000) [2008]

CECELIA N. THEOBALD, Assistant Professor of Medicine B.S. (Richmond 2004); M.D. (Virginia Commonwealth 2008) [2011]

JENNIFER C. THIGPEN, Research Assistant Professor of Pediatrics B.A. (Stanford 2001); M.S., Ph.D. (Vanderbilt 2005, 2009) [2011]

JAMES W. THOMAS II, Professor of Medicine; Professor of Pathology, Microbiology, and Immunology; Director, Division of Rheumatology and Clinical Immunology B.A. (Rhodes College 1970); M.D. (Tennessee, Memphis 1973) [1992]

JOHN C. THOMAS, Associate Professor of Urologic Surgery; Associate Professor of Pediatrics B.S. (Xavier [Ohio] 1994); M.D. (Cincinnati 1998) [2006]

LANCE R. THOMAS, Research Instructor in Cell and Developmental Biology B.S. (Utah 1998); Ph.D. (Wake Forest 2004) [2010]

PAUL A. THOMAS, Associate Professor of Clinical Orthopaedic Surgery and Rehabilitation B.S. (Middle Tennessee State 1977); M.D. (Tennessee, Memphis 1983) [2009]

TIMOTHY HARRIS THOMAS, Assistant Professor of Clinical Pediatrics B.M.E. (Georgia Institute of Technology 1996); M.D. (Emory 2000) [2014]

MAY S. THOMASSEE, Assistant Professor of Obstetrics and Gynecology B.S. (Louisiana State 2003); M.D. (Louisiana State, New Orleans 2003) [2011]

HAROLD D. THOMPSON, Professor of Clinical Radiology and Radiological Sciences B.S. (South Carolina State 1967); M.D. (Howard 1972) [2005]

JENNIFER L. THOMPSON, Assistant Professor of Obstetrics and Gynecology B.S. (Vanderbilt 2003); M.D. (Toledo 2007) [2014]

JOHN G. THOMPSON, JR., Assistant Clinical Professor of Medicine A.B. (Duke 1968); M.D. (Emory 1973) [1989]

JULIA THOMPSON, Clinical Professor of Pediatrics B.S. (Tulsa 1977); M.D. (Oklahoma 1981) [1984]

KEITH S. THOMPSON, Associate Clinical Professor of Pediatrics B.A. (Lipscomb 1990); M.D. (Tennessee, Memphis 1994) [1997]

REID C. THOMPSON, William F. Meacham Chair in Neurological Surgery; Professor of Neurological Surgery; Professor of Otolaryngology; Chair of the Department of Neurological Surgery B.A. (Maryland, Baltimore 1985); M.D. (Johns Hopkins 1989) [2002]

THOMAS A. THOMPSON, Assistant Professor of Clinical Medicine B.S.Ch.E. (Mississippi State 1971); M.D. (Mississippi 1978) [2012]

ISAAC P. THOMSEN, Assistant Professor of Pediatrics; Assistant Professor of Medicine B.S. (Rhodes College 2000); M.D. (Arkansas, Little Rock 2004) [2008]

KELLY F. THOMSEN, Assistant Professor of Pediatrics B.S. (Georgia 2000); M.D. (Mercer 2004) [2010]

CATHERINE M. THORNBURG, Clinical Instructor in Obstetrics and Gynecology B.S. (Cornell 1973); M.S. (Vanderbilt 1975); M.D. (Tennessee, Memphis 1988) [1999]

TRICIA A. THORNTON-WELLS, Assistant Professor of Molecular Physiology and Biophysics B.A., M.S., Ph.D. (Vanderbilt 1995, 2005, 2006) [2009]

R. JASON THURMAN, Associate Professor of Emergency Medicine; Associate Professor of Neurological Surgery; Adjunct Associate Professor of Nursing B.A. (Vanderbilt 1994); M.D. (Alabama, Birmingham 1998) [2002]

OLEG YU TIKHOMIROV, Research Instructor in Cancer Biology M.D. (I. M. Sechenov Moscow Medical Academy [Russia] 1982) [2002]

HILARY A. TINDLE, Associate Professor of Medicine B.A., M.D. (Chicago 1992, 1996); M.P.H. (Harvard 2004) [2014]

WILLIAM P. TITUS III, Instructor in Clinical Pediatrics; Instructor in Clinical Medicine B.A. (Austin Peay State 1968); M.D. (Tennessee, Memphis 1971) [2006]

JENS MARC TITZE, Associate Professor of Medicine M.D. (Freie Universitat Berlin [Germany] 1996) [2011]

NORMAN H. TOLK, Professor of Physics; Professor of Radiology and Radiological Sciences A.B. (Harvard 1960); Ph.D. (Columbia 1966) [1984]

CHRISTOPHER M. TOLLESON, Assistant Professor of Neurology B.A. (Rhodes College 2002); M.D. (Medical College of Georgia 2006) [2010]

ANDREW J. TOMARKEN, Associate Professor of Psychology; Associate Professor of Biostatistics A.B. (Harvard 1977); M.S., Ph.D. (Wisconsin 1982, 1988) [1989]

LAURIE A. TOMPKINS, Assistant Professor of Clinical Obstetrics and Gynecology A.D.N. (Belmont 1985); B.S.N., M.S.N. (Vanderbilt 1989, 1990) [1998]

G. JOAQUIN TOON, Associate in Emergency Medicine A.S.N. (Tennessee State 1990) [2008]

AMY TOWER, Assistant Clinical Professor of Psychiatry B.S. (Louisiana State, New Orleans 2000); M.P.H., M.D. (Tulane 2004, 2004) [2013]

ALEXANDER S. TOWNES, Professor of Medicine, Emeritus B.A., M.D. (Vanderbilt 1949, 1953) [1987]

PHYLLIS L. TOWNSEND, Associate Clinical Professor of Pediatrics B.A. (College of the Holy Cross 1984); M.D. (Cornell 1988) [1996]

THEODORE F. TOWSE, Assistant Professor of Physical Medicine and Rehabilitation; Assistant Professor of Radiology and Radiological Sciences B.S., M.S. (Massachusetts 1996, 2001); Ph.D. (Michigan State 2008) [2012]

MICHAEL G. TRAMONTANA, Associate Professor of Psychiatry; Associate Professor of Pediatrics; Associate Professor of Neurology B.S. (Fordham 1971); M.A. (Columbia 1973); Ph.D. (Washington University 1977) [1989]

MAGGIE DONG P. TRAN, Assistant Clinical Professor of Pediatrics M.D. (University of Medicine and Pharmacy [Vietnam] 1999) [2010]


PATRICIA A. TRANGENSTEIN, Professor of Nursing; Professor of Biomedical Informatics B.S.N. (Vanderbilt 1975); M.S.N. (Saint Louis 1979); Ph.D. (New York 1988) [2002]

ROBERT N. TREECE, Associate Clinical Professor of Pediatrics B.S. (Auburn 1993); M.D. (South Alabama 1997) [2007]

DAVID B. TRENNER, Senior Associate in Orthopaedic Surgery and Rehabilitation B.S. (Portland State 1986); D.P.M. (California College of Podiatric Medicine 1990) [2006]

ELIZABETH G. TRIGGS, Clinical Professor of Pediatrics B.S. (North Carolina 1977); M.D. (Mississippi 1981) [1986]

MANISH K. TRIPATHI, Research Instructor in Cancer Biology B.S. (Kanpur [India] 1992); M.S. (Lucknow [India] 1994); M.Tech. (Institute of Engineering and Technology [India] 1997); Ph.D. (Central Drug Institute [India] 2002) [2011]

HARSH K. TRIVEDI, Associate Professor of Psychiatry; Vice Chair for Clinical Affairs, Department of Psychiatry; Executive Director and Chief Medical Officer, Vanderbilt Behavioral Health B.S. (CUNY 1998); M.D. (Mount Sinai 2000) [2010]

SUSANNE TROPEZ-SIMS, Professor and Associate Dean of Clinical Affiliations at Meharry Medical College; Adjunct Professor of Pediatrics at Vanderbilt B.S. (Bennett 1971); M.D., M.P.H. (North Carolina 1975, 1981) [1999]

LISA M. TRUETT, Assistant in Surgery B.S.N., M.S.N. (Alabama, Huntsville 2001, 2008) [2011]

ALANNA E. TRUSS, Assistant Clinical Professor of Psychiatry B.S. (Queen's [Canada] 2003); M.S. (Vanderbilt 2004) [2010]

NOEL B. TULIPAN, Professor of Neurological Surgery B.A., M.D. (Johns Hopkins 1973, 1980) [1986]

ANDREA C. TULLOS, Instructor in Clinical Obstetrics and Gynecology B.S.N. (Arkansas 1998); M.S.N. (Vanderbilt 2013) [2014]

DAULAT R. TULSIANI, Professor of Obstetrics and Gynecology, Emeritus B.S. (Ewing Christian [India] 1962); M.S., Ph.D. (Allahabad [India] 1964, 1968) [1976]

JESSICA TURNBULL, Assistant Professor of Pediatrics B.S. (John Carroll 2002); M.D. (Cincinnati 2006) [2013]

JUSTIN HARRIS TURNER, Assistant Professor of Otolaryngology; Assistant Professor of Biomedical Engineering B.E. (Vanderbilt 1998); Ph.D., M.D. (Medical University of South Carolina 2006, 2006) [2012]

R. JAY TURNER, Harvie Branscomb Chair in Sociology; Professor of Sociology; Professor of Psychiatry B.A. (California State 1957); Ph.D. (Syracuse 1964) [2010]

MATTHEW JOHN TYSKA, Associate Professor of Cell and Developmental Biology B.S. (Notre Dame 1992); M.S. (Wyoming 1994); Ph.D. (Vermont 1999) [2004]

MD. JASHIM UDDIN, Research Assistant Professor of Biochemistry B.S., M.S. (Dhaka [Bangladesh] 1991, 1993); Ph.D. (Shinshu [Japan] 2001) [2005]

LEAH UMPHLETT, Clinical Instructor in Pediatrics B.S. (Elon 2004); M.D. ( 2008) [2014]

RAGHU P. UPENDER, Assistant Professor of Clinical Neurology B.S. (Connecticut, Stamford 1990); M.D. (Connecticut 1995) [2011]

RICHARD C. URBANO, Research Professor of Pediatrics B.S. (Florida State 1965); M.A., Ph.D. (Illinois, Champaign 1968, 1970) [2003]

MARY THERESA URBANO, Professor of Clinical Pediatrics, Emerita B.S. (Florida State 1966); M.P.H. (North Carolina 1975); Ph.D. (Florida State 1984); PhD,MPH,BSN,RN,OTHER [2005]

DAVID R. USKAVITCH, Assistant Professor of Clinical Neurology B.A.A., M.A.T., M.D. (Virginia 1980, 1981, 1987) [2007]

ANDREA L. UTZ, Assistant Professor of Medicine B.S.E. (Duke 1992); Ph.D., M.D. (Vanderbilt 2000, 2000) [2009]

MICHAEL F. VAEZI, Professor of Medicine B.S. (Birmingham-Southern 1983); Ph.D., M.D. (Alabama, Birmingham 1988, 1992); M.S. (Case Western Reserve 2005) [2005]

PARVIN VAFAI, Assistant Clinical Professor of Pediatrics M.D. (Mashhad Medical [Iran] 1973) [1992]

JOSE G. VALEDON, Assistant Professor of Clinical Neurology B.S. (Puerto Rico, San Juan 1983); M.D. (Ponce [Puerto Rico] 1987) [2013]

SARAH D. VALENTI, Assistant in Radiology and Radiological Sciences B.S., M.S.N. (Vanderbilt 1999, 2003) [2011]

WILLIAM M. VALENTINE, Associate Professor of Pathology, Microbiology, and Immunology B.A. (Lakeland 1976); B.S. (Illinois, Champaign 1983); Ph.D. (Illinois, College of Medicine, Chicago 1983); D.V.M. (Illinois, Champaign 1985) [1995]

MANUEL S. VALENZUELA, Professor of Medical Biochemistry and Cancer Biology at Meharry Medical College; Adjunct Research Professor of Medicine at Vanderbilt B.S. (Universidad Peruana 'Cayetano Heredia' [Peru] 1969); Ph.D. (Brandeis 1975) [1998]

ROBERT S. VALET, Assistant Professor of Medicine A.B. (Dartmouth 2001); M.D. (Vanderbilt 2005) [2012]

EMILIO VALVERDE, Adjunct Associate Professor of Health Policy D.Phil., M.D. (Universidad de Santiago [Spain] 1993, 1993); M.P.H. (London School of Hygiene and Tropical Medicine 2010) [2011]

RAF VAN DE PLAS, Research Instructor in Biochemistry M.S., Ph.D. (Catholic University of Leuven [Belgium] 2003, 2010) [2012]

YURI VAN DER HEIJDEN, Instructor in Medicine B.S. (Furman 2001); M.D. (Vanderbilt 2005) [2013]

SARA L. VAN DRIEST, Assistant Professor of Pediatrics; Assistant Professor of Medicine B.A. (Minnesota 1998); Ph.D., M.D. (Mayo Medical 2006, 2006) [2012]

JAN VAN EYS, Clinical Professor of Pediatrics, Emeritus Ph.D. (Vanderbilt 1955); M.D. (University of Washington 1966) [1957]

LARRY VAN HORN, Associate Professor of Management; Associate Professor of Law; Associate Professor of Health Policy; Faculty Director, Health Care Program B.A., M.P.H., M.B.A. (Rochester 1989, 1990, 1992); Ph.D. (Pennsylvania 1997) [2006]

LUC VAN KAER, Elizabeth and John Shapiro Chair; Professor of Pathology, Microbiology, and Immunology B.S., M.S., Ph.D. (Ghent [Belgium] 1983, 1985, 1989) [1993]

F. KARL VANDEVENDER, Assistant Clinical Professor of Medicine B.A. (University of the South 1969); M.A. (Oxford [U.K.] 1972); M.D. (Mississippi 1979) [1982]

MICHAEL N. VANSAUN, Research Assistant Professor of Surgery; Research Assistant Professor of Cancer Biology B.S. (Denver 1998); Ph.D. (Kansas 2003) [2009]

EDUARD E. VASILEVSKIS, Assistant Professor of Medicine B.S. (California, San Diego 1997); M.D. (Oregon Health and Science 2001) [2008]

JARED A. VAUGHN, Associate in Orthopaedic Surgery and Rehabilitation B.A. (Belmont 2003); M.S. (Trevecca Nazarene 2007) [2012]

STEPHANIE VAUGHN, Assistant Clinical Professor of Psychiatry B.A. (Georgia 2000); M.A., Psy.D. (Argosy 2004, 2007) [2012]

JEREMY M. VEENSTRA-VANDERWEELE, Associate Professor of Psychiatry; Associate Professor of Pediatrics; Associate Professor of Pharmacology A.B. (Harvard 1996); M.D. (Chicago 2001) [2006]

VANI V. VEERAMACHANENI, Assistant Clinical Professor of Pediatrics M.D. (Andhra [India] 1991) [2000]

LUIS VEGA, Associate Professor of Oral and Maxillofacial Surgery B.S. (San Luis Gonzaga College 1993); D.D.S. (Universidad de Costa Rica 1999) [2013]

LORENZO J. VEGA-MONTOTO, Research Instructor in Medicine B.S. (Habana [Cuba] 1996); M.S., Ph.D. (Dalhousie [Canada] 2001, 2005) [2009]

AMY E. VEHEC, Assistant Clinical Professor of Pediatrics B.S.N., M.D. (Indiana, Indianapolis 1988, 2001) [2004]

AMBER M. VELASQUEZ, Assistant in Medicine B.A. (Wesleyan [Georgia] 2000); M.S.N. (Vanderbilt 2002) [2012]

DIGNA R. VELEZ EDWARDS, Assistant Professor of Obstetrics and Gynecology B.S., M.S., Ph.D. (Vanderbilt 2003, 2007, 2008) [2010]


CHRISTO D. VENKOV, Research Assistant Professor of Medicine B.S. (St. Clement of Ohrid University of Sofia [Bulgaria] 1967); M.S. (St. Petersburg State [Russia] 1969); Ph.D. (Bulgarian Academy of Sciences 1977) [1991]

BRYAN J. VENTERS, Assistant Professor of Molecular Physiology and Biophysics B.S. (Oklahoma State 2000); Ph.D. (Pennsylvania State 2008) [2013]

KIMBERLY B. VERA, Assistant Professor of Pediatrics B.S. (Rhodes College 1997); M.D. (Tennessee, Memphis 2001) [2010]

STEN H. VERMUND, Amos Christie Chair in Global Health; Professor of Pediatrics; Professor of Health Policy; Professor of Obstetrics and Gynecology; Professor of Medicine; Director Institute for Global Health B.A. (Stanford 1974); M.D. (Yeshiva 1977); M.Sc. (London School of Hygiene and Tropical Medicine 1981); M.Phil., Ph.D. (Columbia 1987, 1990) [2005]

DANA DEATON VERNER, Assistant Clinical Professor of Psychiatry B.S. (Princeton 1999); M.D. (Vanderbilt 2004) [2010]

CRYSTAL N. VERNON, Assistant Clinical Professor of Pediatrics; Adjunct Instructor in Nursing B.S. (Lipscomb 1997); M.D. (Tennessee, Memphis 2003) [2006]

KASEY C. VICKERS, Assistant Professor of Medicine; Assistant Professor of Molecular Physiology and Biophysics B.S. (Texas Tech University 2001); Ph.D. (Baylor 2008) [2012]

JANICE M. VINSON, Assistant Professor of Clinical Medicine B.S. (Middle Tennessee State 1980); M.D. (Tennessee, Memphis 1984) [2011]

KIMBERLY N. VINSON Assistant Dean for Diversity B.S. (Birmingham-Southern 1999); M.D. (Vanderbilt 2003) [2008]

FRANK W. VIRGIN, JR., Assistant Professor of Otolaryngology B.A. (Vermont 2006); M.D. (Medical College of Georgia 2006) [2012]

JOHN M. VIROSTKO, Research Assistant Professor of Radiology and Radiological Sciences B.S. (Georgia Institute of Technology 2001); M.S., Ph.D. (Vanderbilt 2003, 2006) [2012]

VAL YVETTE VOGT, Associate Clinical Professor of Obstetrics and Gynecology B.A. (Washington University 1986); M.D. (Rush 1990) [2004]

EMMANUEL J. VOLANAKIS, Assistant Professor of Pediatrics B.A. (Brown 1994); M.D. (Alabama, Birmingham 2001) [2010]

PAUL A. VOZIYAN, Research Associate Professor of Medicine M.S. (Shevchenko National [Ukraine] 1984); Ph.D. (National Academy of Sciences, Kiev [Ukraine] 1990) [2002]

KEVIN W. WADDELL, Assistant Professor of Radiology and Radiological Sciences B.A. (Kentucky, Lexington 1997); M.S., Ph.D. (Louisville 2001, 2004) [2007]

BRIAN E. WADZINSKI, Associate Professor of Pharmacology B.Sc., Ph.D. (Wisconsin 1984, 1989) [1993]

CHAD E. WAGNER, Associate Professor of Clinical Anesthesiology; Associate Professor of Clinical Cardiac Surgery B.A. (Trinity [Texas] 1993); M.D. (Texas, Houston 1998) [2009]

CONRAD WAGNER, Professor of Biochemistry B.A. (City College of New York 1951); M.S., Ph.D. (Michigan 1952, 1956) [1961]

MARTIN H. WAGNER, Assistant Clinical Professor of Neurology B.S. (Tulane 1978); M.D. (Baylor 1978) [2008]

JULIANNE HAINES WAGNON, Assistant in Medicine B.A. (Rhodes College 1988); J.D. (Mississippi 1991); R.N., M.S.N. (Vanderbilt 2000, 2001) [2004]

RIFAT WAHAB, Instructor in Radiology and Radiological Sciences D.O. (Michigan State 2005) [2014]

SHAUN A. WAHAB, Instructor in Radiology and Radiological Sciences B.S., M.D. (Michigan State 2005, 2009) [2014]

ZIA U. WAHID, Associate Clinical Professor of Psychiatry B.Sc. (University of the Punjab [Pakistan] 1980); M.B.B.S. (King Edward Memorial [India] 1984); M.D. (Meharry Medical 1992) [2002]

JOHN A. WAIDE, Assistant Clinical Professor of Psychiatry B.A. (Texas 1973); M.A., Ph.D. (Vanderbilt 1976, 1979); M.S.S.W. (Tennessee, Nashville 1990) [2011]

TEDRA A. WALDEN, Professor of Psychology and Human Development; Professor of Hearing and Speech Sciences B.A., M.A., Ph.D. (Florida 1974, 1976, 1978) [1981]

LYNN S. WALKER, Professor of Pediatrics; Professor of Psychology; Professor of Psychiatry B.A. (Oberlin 1973); M.S., Ph.D. (Peabody 1978, 1981) [1993]

RONALD C. WALKER, Professor of Clinical Radiology and Radiological Sciences B.S., M.D. (Baylor 1974, 1978) [2007]

STEPHAINE HALE WALKER, Assistant Professor of Clinical Pediatrics B.S. (Vanderbilt 1997); M.D. (Cornell 2001); M.P.H. (Harvard 2007) [2009]

DEBORAH E. WALLACE, Assistant in Medicine B.S.N. (Louisville 1999); M.S.N. (Georgia Southern 2008) [2010]

JEANNE M. WALLACE, Assistant Vice Chancellor for Research; University Veterinarian; Associate Professor of Pathology, Microbiology, and Immunology; Associate Professor of Molecular Physiology and Biophysics; Director Division of Animal Care B.S., D.V.M. (Kansas State 1984, 1986) [2006]

MARK T. WALLACE, Professor of Hearing and Speech Sciences; Professor of Psychiatry; Director Vanderbilt Brain Institute B.A., M.A., Ph.D. (Temple 1985, 1987, 1990) [2005]

DONNA C. WALLS, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Ouachita Baptist 1992); D.D.S. (Oklahoma 1997) [2005]

DAVID WILSON WALSH, Assistant Professor of Clinical Medicine B.S., M.D. (Louisville 2006, 2010) [2014]

MICHELE M. WALSH, Assistant Professor of Clinical Pediatrics B.S. (Miami [Ohio] 1992); M.D. (Ohio State 1997) [2012]

WILLIAM F. WALSH, Professor of Pediatrics B.S. (U.S. Air Force Academy 1972); M.D. (Texas, San Antonio 1976) [1992]

ARTHUR S. WALTERS, Professor of Neurology B.A. (Kalamazoo 1965); M.S. (Northwestern 1967); M.D. (Wayne State 1972) [2008]

MICHELLE WALTHER, Assistant Professor of Emergency Medicine B.S. (Pennsylvania 2005); M.D. (Vanderbilt 2009) [2012]

GINA M. WALTON, Assistant Professor of Orthopaedic Surgery and Rehabilitation B.S. (Illinois 1999); M.D. (Illinois, Chicago 2004) [2011]

HUI-DONG WANG, Research Instructor in Psychiatry B.S. (Jining Medical 1993); Ph.D. (Kagoshima [Japan] 2002) [2007]

LILY WANG, Associate Professor of Biostatistics B.A. (Temple 1998); M.S., Ph.D. (North Carolina 2000, 2004) [2004]

THOMAS J. WANG, Gottlieb C. Friesinger II Chair in Cardiovascular Medicine; Professor of Medicine; Director, Division of Cardiovascular Medicine B.S. (Harvard 1992); M.D. (Harvard Medical 1996) [2013]

YANG WANG, Research Instructor in Medicine B.S. (Xiamen [China] 2003); Ph.D. (Kansas 2009) [2014]

YINQIU WANG, Research Instructor in Medicine B.S. (Luzhou Medical [China] 1999); M.S. (Lanzhou [China] 2002); Ph.D. (Kunming Medical [China] 2006) [2013]

ZHEN WANG, Research Instructor in Biochemistry B.S., M.S. (Ocean [China] 1997, 2000); Ph.D. (Northern Illinois 2005) [2009]

ZHIJIAN WANG, Assistant in Medicine B.S.N. (Second Military Medical [China] 1985); M.S.N. (Vanderbilt 2010) [2011]

GEORGE B. WANNA, Associate Professor of Otolaryngology M.D. (American University of Beirut [Lebanon] 1998) [2010]

AARON R. WARD, Clinical Instructor in Pediatrics B.S. (Ouachita Baptist 1997); M.D. (Arkansas, Little Rock 2001) [2012]

MICHAEL WARD, Assistant Professor of Emergency Medicine B.S., M.B.A., M.D. (Emory ) [2013]

RENEE M. WARD, Assistant Professor of Obstetrics and Gynecology B.A. (Pomona 1996); M.D. (California, San Francisco 2001) [2008]


LORRAINE B. WARE, Associate Professor of Medicine; Associate Professor of Pathology, Microbiology, and Immunology B.A. (Claremont McKenna College 1988); M.D. (Johns Hopkins 1992) [2002]

JEREMY L. WARNER, Assistant Professor of Medicine B.S. (Massachusetts Institute of Technology 1999); M.S. (California, San Diego 2001); M.D. (Boston University 2005) [2012]

JOHN S. WARNER, Professor of Neurology, Emeritus B.S. (University of the South 1952); M.D. (Vanderbilt 1956) [1965]

CRISTINA WARREN, Assistant in Psychiatry B.S.N. (Tennessee 2009); M.S.N. (Vanderbilt 2012) [2013]

MICHAEL DALE WARREN, Adjunct Assistant Professor of Pediatrics B.S. (Wake Forest 1999); M.D. (East Carolina 2003); M.P.H. (Vanderbilt 2009) [2009]

ZACHARY E. WARREN, Associate Professor of Pediatrics; Associate Professor of Special Education; Associate Professor of Psychiatry B.S. (William and Mary 1997); M.S., Ph.D. (Miami 2002, 2005) [2006]

MARY KAY WASHINGTON, Professor of Pathology, Microbiology, and Immunology B.S. (Mississippi State 1979); Ph.D., M.D. (North Carolina 1982, 1986) [1996]

DAVID H. WASSERMAN, Annie Mary Lyle Chair; Professor of Molecular Physiology and Biophysics; Director, Mouse Metabolic Phenotyping Center B.Sc., M.Sc. (California, Los Angeles 1979, 1981); Ph.D. (Toronto [Canada] 1985) [1985]

MICHAEL R. WATERMAN, Professor of Biochemistry, Emeritus B.A. (Willamette 1961); Ph.D. (Oregon Health and Science 1969) [1992]

ALEX G. WATERSON, Research Assistant Professor of Pharmacology; Research Assistant Professor of Chemistry B.S. (Mississippi State 1994); Ph.D. (Emory 1999) [2008]

HORACE E. WATSON, Assistant Professor of Orthopaedic Surgery and Rehabilitation B.S., M.D. (Alabama, Birmingham 1953, 1957) [2002]

PAULA L. WATSON, Assistant Professor of Medicine B.S. (Louisiana, Monroe 1986); M.D. (Arkansas, Little Rock 1990) [2004]

CAROLYN S. WATTS, Senior Associate in Surgery; Adjunct Instructor in Nursing B.S.N. (Olivet Nazarene 1971); M.S.N. (Tennessee 1978) [2002]

LAURA L. WAYMAN, Associate Professor of Ophthalmology and Visual Sciences B.A. (National, San Diego 1983); M.S. (Maryland 1985); M.D. (Mayo Medical 1998) [2005]

ALISSA M. WEAVER, Associate Professor of Cancer Biology; Associate Professor of Pathology, Microbiology, and Immunology B.S., B.A. (Stanford 1991, 1991); Ph.D., M.D. (Virginia 1997, 1998) [2003]

C. DAVID WEAVER, Assistant Professor of Pharmacology B.S., Ph.D. (Tennessee 1989, 1994) [2003]

LAUREN A. WEAVER, Assistant in Pediatrics B.A. (Alabama, Huntsville 2006); M.S. (Auburn, Montgomery 2011) [2014]

DONNA JANE WEBB, Associate Professor of Biological Sciences; Associate Professor of Cancer Biology B.S. (James Madison [Virginia] 1989); Ph.D. (Virginia 1995) [2005]

LYNN E. WEBB, Assistant Dean for Faculty Development B.S., M.S. (Illinois State 1971, 1973); M.B.A. (Illinois, Champaign 1983); Ph.D. (Southern Illinois 1997); PhD,OTHER,HSM [1997]

TRENIA LYN WEBB, Professor of Medicine; Assistant Professor of Clinical Obstetrics and Gynecology B.S. (Lipscomb 1994); M.D. (Tennessee, Memphis 2003) [2009]

WANDA G. WEBB, Assistant Professor of Hearing and Speech Sciences B.S. (Middle Tennessee State 1970); M.S. (Eastern Illinois 1971); Ph.D. (Vanderbilt 1979) [1978]

WARREN W. WEBB, Professor of Psychiatry, Emeritus B.A. (North Carolina 1947); Ph.D. (Duke 1952) [1955]

STEVEN A. WEBBER, James C. Overall Chair in Pediatrics; Professor of Pediatrics; Chair of the Department of Pediatrics M.B.Ch.B (Bristol [U.K.] 1983) [2012]

ROBERT J. WEBSTER III, Associate Professor of Mechanical Engineering; Assistant Professor of Urologic Surgery; Assistant Professor of Otolaryngology; Assistant Professor of Electrical Engineering; Assistant Professor of Neurological Surgery B.S. (Clemson 2002); M.S., Ph.D. (Johns Hopkins 2004, 2007) [2008]

AMY GREGORY WEEKS, Assistant Professor of Clinical Obstetrics and Gynecology B.A. (Vanderbilt 1981); M.D. (Tennessee, Memphis 1985) [2005]

FIRAS WEHBE, Assistant Professor of Biomedical Informatics B.Sc., M.D. (American University of Beirut [Lebanon] 1997, 2001); M.S., Ph.D. (Vanderbilt 2004, 2011) [2011]

P. ANTHONY WEIL, Professor of Molecular Physiology and Biophysics B.S. (Northern Illinois 1972); Ph.D. (Texas, Houston 1976) [1986]

ELIZABETH E. WEINER, Senior Associate Dean for Informatics; Centennial Independence Foundation Professor of Nursing; Professor of Biomedical Informatics B.S.N. (Kentucky, Lexington 1975); M.S.N. (Cincinnati 1978); Ph.D. (Kentucky, Lexington 1982) [2000]

MATTHEW BRET WEINGER, Norman Ty Smith Chair in Patient Safety and Medical Simulation; Professor of Anesthesiology; Professor of Medical Education and Administration; Professor of Biomedical Informatics M.S., B.S. (Stanford 1978, 1978); M.D. (California, San Diego 1982) [2004]

AMY S. WEITLAUF, Assistant Professor of Pediatrics; Instructor in Pediatrics B.A. (Texas 2003); M.S., Ph.D. (Vanderbilt 2006, 2011) [2013]

GLENN A. WEITZMAN, Assistant Clinical Professor of Obstetrics and Gynecology B.S. (Stony Brook 1978); M.D. (Johns Hopkins 1982) [1996]

EDWARD BRIAN WELCH, Assistant Professor of Radiology and Radiological Sciences B.S. (Southern California 1998); Ph.D. (Mayo Medical 2003) [2004]

JOHN C. WELLONS, Professor of Neurological Surgery; Professor of Pediatrics; Chief of Pediatric Neurosurgery B.S. (Mississippi 1991); M.D. (Mississippi, Jackson 1995) [2012]

MELISSA F. WELLONS, Assistant Professor of Medicine B.A., M.H.S., M.D. (Duke 1994, 2001, 2001) [2012]

JACK N. WELLS, Professor of Pharmacology, Emeritus B.S. (Park [Missouri] 1959); M.S., Ph.D. (Michigan 1962, 1963) [1973]

K. SAM WELLS, Research Professor of Molecular Physiology and Biophysics B.S. (Utah 1982); M.S., Ph.D. (New Mexico 1984, 1987) [2000]

WANQING WEN, Research Associate Professor of Medicine M.D., M.P.H. (Hunan Medical [China] 1984, 1987) [2000]

J. JASON WENDEL, Assistant Clinical Professor of Plastic Surgery B.A. (Wabash 1992); M.D. (Indiana, Indianapolis 1996) [2002]

RICHARD J. WENDORF, Associate Professor of Clinical Pediatrics B.S. (Illinois, Chicago 1989); M.D. (Southern Illinois, Springfield 1993) [2013]

SUSAN RAE WENTE, Professor of Cell and Developmental Biology B.S. (Iowa 1984); Ph.D. (California, Berkeley 1988) [2002]

JAY A. WERKHAVEN, Associate Professor of Clinical Otolaryngology B.A. (Wittenberg 1978); M.D. (Wake Forest 1982) [1989]

JOHN R. WERTHER, Associate Clinical Professor of Oral and Maxillofacial Surgery B.S. (SUNY, Syracuse 1981); D.M.D. (Harvard 1986); M.D. (Vanderbilt 1988) [1991]

ROBERT T. WERTZ, Professor of Hearing and Speech Sciences, Emeritus A.B. (Long Beach 1959); A.M., Ph.D. (Stanford 1964, 1967) [1992]

RALPH E. WESLEY, Clinical Professor of Ophthalmology and Visual Sciences A.B. (Kentucky, Lexington 1967); M.D. (Vanderbilt 1972) [1979]

DOUGLAS CASEY WEST, Assistant in Medicine B.S.N., M.S.N. (Medical University of South Carolina 1989, 1990) [2009]

JAMES D. WEST, Associate Professor of Medicine B.S. (Missouri 1989); Ph.D. (Georgia Institute of Technology 1996) [2007]


JULE J. WEST, Assistant Professor of Medicine M.S.N. (Vanderbilt 1991); B.A. (Wheaton 1997); M.D. (Vanderbilt 1997) [2008]

KEVIN D. WEST, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Western Kentucky 1999); M.S., D.M.D. (Louisville 2003, 2003) [2007]

W. SCOTT WEST, Assistant Clinical Professor of Psychiatry B.A. (Tennessee 1976); M.D. (Tennessee, Memphis 1982) [1986]

C. WILLIAM WESTER, Assistant Professor of Medicine B.A. (Bowdoin 1987); M.D. (Dartmouth 1991); M.P.H. (Harvard 2010) [2008]

CAROLYN N. WESTER, Adjunct Research Assistant Professor of Medicine B.A., M.D. (Dartmouth 1987, 1991); M.P.H. (Harvard 2008) [2013]

MARGARET M. WHALEN, Adjunct Professor of Cancer Biology B.S. (South Dakota School of Mines and Technology 1979); Ph.D. (New Mexico 1984) [2013]

URSULA POEHLING WHALEN, Assistant Professor of Clinical Medicine B.A. (Boston College 1993); M.D. (Wake Forest 2000) [2008]

VALERIE N. WHATLEY, Assistant Professor of Pediatrics B.S. (Kentucky, Lexington 1993); M.D. (South Alabama 1997) [2007]

ARTHUR P. WHEELER, Professor of Medicine B.A., M.D. (Maryland, Baltimore 1978, 1982) [1989]

KATHRYN E. WHEELER, Assistant Professor of Clinical Pediatrics B.S. (Florida State 1994); M.D. (St. George's, Grenada 2004) [2012]

PAUL W. WHEELER, Assistant Clinical Professor of Medicine B.S. (Samford 1973); M.D. (Alabama, Birmingham 1977) [1983]

WILLIAM O. WHETSELL, JR., Professor of Pathology, Emeritus B.S. (Wofford 1961); M.S., M.D. (Medical University of South Carolina 1964, 1966) [1983]

BOBBY J. WHITE, Instructor in Clinical Medicine B.S. (Middle Tennessee State 1980); M.D. (Tennessee, Memphis 1985) [1995]

DAVID J. WHITE, Associate Clinical Professor of Pediatrics B.S. (Texas A & M 1988); M.D. (Texas, Houston 1995) [1998]

JOAN W. WHITE, Clinical Professor of Pediatrics B.S. (Virginia Polytechnic Institute 1981); M.D. (Medical College of Virginia 1986) [1989]

RICHARD O. WHITE III, Assistant Professor of Internal Medicine at Meharry Medical College; Assistant Clinical Professor of Pediatrics at Vanderbilt B.S. (Duke 1998); M.D. (Vanderbilt 2002) [2006]

ROBERT H. WHITEHEAD, Adjunct Research Professor of Medicine B.Sc., M.Sc. (Queensland [Australia] 1965, 1968); Ph.D. (Wales, Lampeter [U.K.] 1975) [1997]

AMANDA L. WHITEMAN, Assistant in Medicine B.A. (University of the South 2004); B.S.N. (Samford 2007); M.S.N. (Vanderbilt 2013) [2014]

THOMAS C. WHITFIELD, Associate Professor of Clinical Medicine B.S. (Lipscomb 1974); M.D. (Tennessee, Memphis 1977) [1990]

JONNA H. WHITMAN, Assistant Professor of Clinical Medicine B.A. (Williams 1990); M.D. (Virginia 1994) [2005]

DONNA C. WHITNEY, Assistant Professor of Clinical Pediatrics B.S. (San Diego State 1988); M.D. (Uniformed Services 1992) [2012]

CHRISTINE M. WHITWORTH, Clinical Instructor in Obstetrics and Gynecology B.S. (Memphis 1978); M.D. (Tennessee, Memphis 1983) [1991]

CRAIG WIERUM, Assistant Clinical Professor of Medicine B.S. (Duke 1984); M.D. (North Carolina 1990) [1995]

GEORGIA L. WIESNER, Ingram Professor of Cancer Research; Professor of Medicine B.A. (Northern Colorado 1976); M.S., M.D. (Minnesota 1981, 1985) [2012]

MARK A. WIGGER, Assistant Professor of Medicine; Medical Director, Adult Heart Transplant B.A. (Tennessee 1978); M.S. (Tennessee State 1980); M.D. (East Tennessee State 1984) [2006]

CATHERINE OLESCHIG WIGGLETON, Assistant Clinical Professor of Pediatrics B.A. (Stanford 1998); M.Sc. (Harvard 2001); M.D. (Vanderbilt 2006) [2010]

JOHN P. WIKSWO, JR., Gordon A. Cain University Professor; A. B. Learned Professor of Living State Physics; Professor of Molecular Physiology and Biophysics; Professor of Biomedical Engineering B.A. (Virginia 1970); M.S., Ph.D. (Stanford 1973, 1975) [1977]

GEOFFREY E. WILE, Assistant Professor of Radiology and Radiological Sciences B.S. (Belmont 1998); M.D. (Tennessee, Memphis 2002) [2008]

RONALD G. WILEY, Professor of Neurology; Professor of Pharmacology B.S., Ph.D., M.D. (Northwestern 1972, 1975, 1975) [1982]

KRISTA LOUISE WILHELMSON, Instructor in Surgery B.A. (Gustavus Adolphus 2002); M.D. (Minnesota 2007) [2014]

CONSUELO H. WILKINS, Associate Professor of Medicine; Associate Professor of Medicine at Meharry Medical College; Director, Meharry-Vanderbilt Alliance B.S., M.D. (Howard 1992, 1996); M.S.C.I. (Washington University 2002) [2012]

KENNETH L. WILKINS II, Instructor in Clinical Medicine; Instructor in Clinical Pediatrics B.S., M.D. (Howard 1996, 2000) [2012]

LINDA J. WILKINSON, Assistant in Surgery B.S.N. (Massachusetts 1989); M.S.N. (Vanderbilt 1997) [2011]

ELISABETH DONLEVY WILLERS, Assistant Professor of Medicine B.S. (North Carolina 1995); M.D. (Wake Forest 2000) [2004]

BRAD V. WILLIAMS, Assistant Clinical Professor of Psychiatry B.A., M.D. (Mississippi 1973, 1981) [1985]

CHRISTOPHER S. WILLIAMS, Associate Professor of Medicine; Associate Professor of Cancer Biology B.Sc. (Brigham Young 1992); Ph.D., M.D. (Vanderbilt 1999, 2002) [2005]

D. BRANDON WILLIAMS, Assistant Professor of Surgery B.S. (Stanford 1995); M.D. (Tennessee, Memphis 2000) [2008]

DEREK JUSTIN WILLIAMS, Assistant Professor of Pediatrics B.S. (Georgia 2001); M.D. (Medical College of Georgia 2005) [2010]

SARAH ELIZABETH WILLIAMS, Instructor in Pediatrics B.A. (Georgia 1999); M.D. (Medical College of Georgia 2005) [2010]

JENNIFER R. WILLIAMS, Assistant Professor of Radiology and Radiological Sciences B.S. (North Carolina 1994); M.D. (Texas, San Antonio 2001) [2007]

KRISTINA JILL WILLIAMS, Assistant in Medicine; Adjunct Instructor in Nursing B.S.N. (Memphis 1999); M.S.N. (Vanderbilt 2009) [2010]

JOHN V. WILLIAMS, Associate Professor of Pediatrics; Associate Professor of Pathology, Microbiology, and Immunology B.S. (Virginia 1990); M.D. (Medical College of Virginia 1994) [2002]

LAURA L. WILLIAMS, Assistant Clinical Professor of Obstetrics and Gynecology B.A., M.D. (Wake Forest 1980, 1984) [1990]

PATRICIA STICCA WILLIAMS, Assistant Clinical Professor of Pediatrics B.A. (Rochester 1989); M.D. (SUNY, Buffalo 1993) [1999]

SARALYN R. WILLIAMS, Associate Professor of Clinical Emergency Medicine; Associate Professor of Clinical Medicine B.S. (Erskine 1986); M.D. (Duke 1990) [2006]

STACEY M. WILLIAMS, Associate Clinical Professor of Pediatrics B.S., M.D. (Pittsburgh 1990, 1997) [2000]

IDA MICHELE WILLIAMS-WILSON, Assistant Clinical Professor of Pediatrics B.S., M.D. (Vanderbilt 1989, 1993) [1996]

EDWIN D. WILLIAMSON, Assistant Professor of Psychiatry B.A. (Middlebury 1996); M.D. (Columbia 2003) [2010]

RANDY C. WILLIAMSON, Assistant Professor of Pediatrics B.S. (Tennessee State 1901); M.D. (Universidad Autónoma de Guadalajara [Mexico] 1901) [2011]

ALYSON ANN WILLS, Clinical Instructor in Pediatrics B.A. (Drake 2005); M.D. (Boonshoft 2005) [2012]

MORGAN JACKSON WILLS, Assistant Clinical Professor of Medicine B.A. (Princeton 1990); M.D. (Vanderbilt 1996) [2001]

ANDREW J. WILSON, Research Assistant Professor of Obstetrics and Gynecology B.S., Ph.D. (Melbourne [Australia] 1994, 1998) [2008]

ANJELI WILSON, Clinical Instructor in Pediatrics B.S. (Illinois, Champaign 1993); M.D. (Southern Illinois, Springfield 1997) [2011]


JO ELLEN WILSON, Instructor in Psychiatry B.S. (Belmont 2004); M.D. (Vanderbilt 2009) [2014]

KEITH T. WILSON, Thomas F. Frist, Sr. Chair in Medicine; Professor of Medicine; Professor of Pathology, Microbiology, and Immunology; Professor of Cancer Biology B.A. (Cornell 1982); M.D. (Harvard Medical 1986) [2005]

MARY ALYSON WILSON, Assistant in Medicine B.S. (Lipscomb 2004); M.S.N. (Vanderbilt 2007) [2010]

MATTHEW H. WILSON, Associate Professor of Medicine B.S. (Georgetown College 1994); Ph.D., M.D. (Vanderbilt 1999, 2001) [2013]

ANGELA M. WILSON-LIVERMAN, Assistant Professor of Clinical Obstetrics and Gynecology B.S. (North Carolina 1990); M.S.N. (Vanderbilt 1999) [2007]

EMILY B. WINBERRY, Instructor in Clinical Pediatrics B.S. (Washington and Lee 2007); M.D. (Virginia 2011) [2014]

DANNY G. WINDER, Professor of Molecular Physiology and Biophysics; Professor of Psychiatry B.S. (North Georgia College and State University 1990); Ph.D. (Emory 1995) [1999]

JASON J. WINNICK, Research Instructor in Molecular Physiology and Biophysics B.S. (SUNY, Brockport 1998); M.S. (South Carolina 2000); Ph.D. (Ohio State 2006) [2011]

DANA C. WIRTH, Assistant in Medicine B.S. (Middle Tennessee State 1997); M.S.N. (Vanderbilt 1999) [2004]

ANNE COURTER WISE, Clinical Instructor in Obstetrics and Gynecology B.S. (William and Mary 1990); M.D. (Johns Hopkins 1996) [2000]

JOSEPH E. WISE, Assistant Clinical Professor of Psychiatry B.S. (U.S. Military Academy 2001); M.D. (Cincinnati 2005) [2013]

BRUCE L. WOLF, Assistant Clinical Professor of Medicine B.A. (Amherst 1977); M.D. (Louisville 1982) [1989]

PATRICK S. WOLF, Assistant Clinical Professor of Surgery Sc.B. (Xavier [Ohio] 1995); M.D. (Medical College of Wisconsin 2003) [2013]

LAWRENCE K. WOLFE, Professor of Clinical Medicine B.A., M.D. (Vanderbilt 1957, 1960) [1968]

BENJAMIN D. WOMACK, Assistant Professor of Clinical Medicine B.S. (Mississippi State 2000); M.D. (Washington University 2005) [2008]

ALASTAIR J. J. WOOD, Professor of Medicine, Emeritus M.B.Ch.B (St Andrews [U.K.] 1970); M.R.C.P. (Royal College of Physicians [U.K.] 1974) [1977]

JEANNIE M. WOOD, Assistant in Oral and Maxillofacial Surgery B.S. (Cumberland 1997); M.S.N. (Tennessee State 2013) [2014]

MEGAN WOOD, Instructor B.S. (Notre Dame 2005); M.D. (George Washington 2009) [2014]

MICHAEL R. WOOD, Research Assistant Professor of Pharmacology; Research Assistant Professor of Chemistry B.S. (California State, Chico 1991); Ph.D. (California, Santa Barbara 1995) [2009]

CYNTHIA C. WOODALL, Assistant Professor of Clinical Obstetrics and Gynecology B.S. (Tennessee 1990); M.S. (Vanderbilt 1992); M.D. (Tennessee, Memphis 1996) [2012]

LAUREN E. WOODARD, Research Instructor in Medicine B.S. (Texas 2004); Ph.D. (Stanford 2009) [2013]

AUBAINE M. WOODS, Assistant Clinical Professor of Pediatrics B.A. (Miami [Ohio] 1998); M.S.P.H., M.D. (Louisville 2004, 2004) [2007]

GRAYSON NOEL WOODS, Clinical Instructor in Obstetrics and Gynecology B.S. (Colorado 1994); M.D. (East Tennessee State 1998) [2007]

NEIL DAVID WOODWARD, Assistant Professor of Psychiatry B.S. (Alberta [Canada] 1999); M.A., Ph.D. (Vanderbilt 2004, 2007) [2009]

STEPHEN C. WOODWARD, Professor of Pathology, Emeritus M.D. (Emory 1959) [1985]

ALISON L. WOODWORTH, Assistant Professor of Pathology, Microbiology, and Immunology B.S. (Vanderbilt 1996); Ph.D. (Washington University 2003) [2007]

ANDREW ROBERT WOOLDRIDGE, Assistant Professor of Medicine B.Eng. (Vanderbilt 2003); M.D. (Tennessee, Memphis 2010) [2014]

KATHLEENE THORNTON WOOLDRIDGE, Instructor in Medicine B.A. (Columbia 2006); M.D. (Tennessee, Memphis 2011) [2014]

LINDA L. M. WORLEY, Adjunct Professor of Medicine B.S. (Puget Sound 1983); M.D. (Oklahoma 1988) [2010]

JOHN A. WORRELL, Professor of Radiology and Radiological Sciences B.S. (McNeese State 1968); M.D. (Vanderbilt 1971) [1989]

KEITH D. WRENN, Professor of Emergency Medicine; Associate Professor of Medicine B.S. (Baylor 1972); M.D. (Emory 1976) [1992]

CHRISTOPHER V. WRIGHT, Louise B. McGavock Chair; Professor of Cell and Developmental Biology B.Sc. (Warwick [U.K.] 1980); D.Phil. (Oxford [U.K.] 1984) [1990]

HANNAH G. WRIGHT, Assistant in Medicine B.S. (Tennessee 2005); M.S.N. (CUNY, Hunter College 2011) [2012]

J. KELLY WRIGHT, JR., Professor of Surgery B.S. (Vanderbilt 1977); M.D. (Johns Hopkins 1981) [1990]

JOHN E. WRIGHT, Associate Clinical Professor of Pathology, Microbiology, and Immunology B.S. (Houston 1980); M.D. (Baylor 1984) [2002]

PATTY WALCHAK WRIGHT, Associate Professor of Medicine B.S. (Western Kentucky 1993); M.D. (Alabama, Birmingham 1997) [2002]

PETER F. WRIGHT, Adjunct Professor of Pediatrics A.B., B.Med.Sc. (Dartmouth 1964, 1965); M.D. (Harvard Medical 1967) [1974]

SCOTT WRIGHT, Adjunct Assistant Professor of Hearing and Speech Sciences B.A. (California, Davis 1991); M.Aud. (Auckland [New Zealand] 1995) [2006]

LYDIA E. WROBLEWSKI, Research Instructor in Medicine B.Sc., Ph.D. (Liverpool U.K.] 1999, 2003) [2011]

FAN WU, Adjunct Professor of Medicine M.D. (Shanghai Medical [China] 1991); M.S. (Fudan [China] 2000) [2012]

LAN WU, Research Associate Professor of Pathology, Microbiology, and Immunology M.D., M.S. (Tongji [China] 1982, 1990) [2001]

TODD R. WURTH, Assistant Professor of Clinical Orthopaedic Surgery and Rehabilitation B.S. (Murray State 1991); M.D. (Louisville 1998) [2009]

KENNETH N. WYATT, Assistant Clinical Professor of Pediatrics B.A., M.D. (Michigan State 1968, 1979) [1984]

KIMBERLEE D. WYCHE-ETHERIDGE, Adjunct Instructor in Pediatrics B.A. (Amherst 1987); M.D. (Massachusetts, Worcester 1993); M.P.H. (Harvard 2000) [2004]

REBECCA C. WYLIE, Assistant Professor of Clinical Medicine B.S., M.S., M.D. (Alabama, Birmingham 2004, 2005, 2009) [2013]

KENNETH W. WYMAN, Assistant Professor of Medicine B.S. (Murray State 1986); M.D. (Louisville 1990) [2000]

JAMES LAWRENCE WYNN, Assistant Professor of Pediatrics B.S. (Florida Atlantic 1998); M.D. (Florida 2002) [2012]

YAN XIAO, Adjunct Assistant Professor of Health Policy B.S. (Harbin Medical [China] 1992); M.D. (Peking Union Medical [China] 1999); Dr.P.H. (Birmingham [U.K.] 2006) [2012]

JUNZHONG XU, Research Assistant Professor of Radiology and Radiological Sciences B.S. (University of Science and Technology of China 2002); M.S., Ph.D. (Vanderbilt 2007, 2008) [2011]

XIAOCHUAN CAROL XU, Research Assistant Professor of Medicine M.D. (Sun Yat-Sen University of Medical Science [China] 1988); Ph.D. (Université des Sciences et Technologie de Lille [France] 1997) [2001]

YAOMIN XU, Research Assistant Professor of Biostatistics B.S. (University of Science and Technology of China, Hefei 1994); M.S. (University of Science and Technology of China, Anhui 1998); M.S. (Idaho 2002); Ph.D. (Case Western Reserve 2008) [2013]

PATRICK S. YACHIMSKI, Assistant Professor of Medicine A.B. (Harvard 1996); M.D. (Harvard Medical 2002); M.P.H. (Harvard 2008) [2009]


ELIZABETH A. YAKES, Assistant Professor of Medicine B.S., B.A. (Stetson 1996, 1996); M.D. (Florida 2001) [2005]

FANG YAN, Research Associate Professor of Pediatrics B.S. (Nankai [China] 1986); M.D. (Tianjin Medical [China] 1991); Ph.D. (Louisville 1997) [2001]

PATRICIA G. YANCEY, Research Assistant Professor of Medicine B.S. (Averett 1986); Ph.D. (Wake Forest 1993) [2002]

ELIZABETH CHING-WEN YANG, Adjunct Associate Professor of Pediatrics A.B., M.S. (Chicago 1980, 1980); Ph.D., M.D. (Stanford 1987, 1987) [1997]

GONG YANG, Research Associate Professor of Medicine M.D. (Zhejiang [China] 1984); M.P.H. (Shanghai Medical [China] 1990) [2000]

HAICHUN YANG, Research Instructor in Pathology, Microbiology, and Immunology B.S., M.D. (Shanghai Medical [China] 1994, 1996); Ph.D. (Fudan [China] 2005) [2013]

JAE WON YANG, Visiting Assistant Professor of Pathology, Microbiology, and Immunology M.D., Ph.D. (Yonsei [Korea] 1999, 2010) [2013]

TAO YANG, Research Associate Professor of Medicine; Research Associate Professor of Pharmacology B.S., M.S. (Hubei Medical [China] 1980, 1987); Ph.D. (Three Gorges Medical [China] 1992) [1995]

XIANGLI YANG, Assistant Professor of Medicine; Assistant Professor of Pharmacology B.S. (Guangxi [China] 1982); M.S. (Mississippi State 1994); Ph.D. (Alabama, Birmingham 2000) [2006]

ZHENJIANG YANG, Research Assistant Professor of Medicine Ph.D. (Xinjiang [China] 1994); M.D. (Shanghai Research Institute of Materials [China] 1998) [2011]

THOMAS E. YANKEELOV, Professor of Radiology and Radiological Sciences; Professor of Biomedical Engineering; Ingram Associate Professor of Cancer Research; Associate Professor of Physics; Associate Professor of Cancer Biology B.A. (Louisville 1996); M.A., M.S. (Indiana, Bloomington 1998, 2000); Ph.D. (Stony Brook 2003) [2005]

BING YAO, Research Assistant Professor of Medicine M.D. (Xuzhou Medical [China] 1985); Ph.D. (Nanjing Medical [China] 2001) [2007]

SONG-YI YAO, Research Assistant Professor of Neurology M.D. (Shanghai Medical [China] 1977); M.S. (Shanghai [China] 1979) [2000]

MARY I. YARBROUGH, Associate Professor of Clinical Medicine; Assistant Professor of Health Policy B.S., M.D. (Vanderbilt 1976, 1981); M.P.H. (Johns Hopkins 1990) [1994]

AIDA YARED, Associate Professor of Pediatrics B.S., M.D. (American University of Beirut [Lebanon] 1976, 1980) [1986]

FEI YE, Assistant Professor of Biostatistics B.S. (Southwestern University of Finance and Economics [China] 2001); M.S.P.H., Ph.D. (South Carolina 2004, 2007) [2007]

RAN YE, Research Instructor in Pharmacology B.S. (University of Science and Technology of China, Hefei 1998); M.S. (Northern Colorado 2003); Ph.D. (Montana 2009) [2014]

JOHN E. YEZERSKI, Assistant Clinical Professor of Oral and Maxillofacial Surgery B.S. (Samford 2002); D.M.D. (Kentucky, Lexington 2006) [2009]

YAJUN ANDREW YI, Research Assistant Professor of Medicine M.D. (HengYang Medical [China] 1986); Ph.D. (Manitoba [Canada] 1997); M.S. (Loyola 2001) [2001]

MAAME YAA A. B. YIADOM, Assistant Professor of Emergency Medicine A.B. (Princeton 2000); M.P.H. (Harvard 2006); M.D. (Robert Wood Johnson Medical, New Brunswick 2007) [2014]

CHRISTINA YNARES, Assistant Clinical Professor of Medicine B.S., M.D. (Philippines 1968, 1972) [1981]

PAUL J. YODER, Professor of Special Education; Research Professor of Hearing and Speech Sciences B.S. (Louisiana State 1978); M.S. (Peabody 1979); Ph.D. (North Carolina 1985) [1986]

JOHN D. YORK, Natalie Overall Warren Chair; Professor of Biochemistry; Chair of the Department of Biochemistry B.S. (Iowa 1986); Ph.D. (Washington University 1993) [2012]

SALLY J. YORK, Assistant Professor of Medicine B.S. (Iowa 1986); Ph.D., M.D. (Washington University 1996, 1996) [2012]

JAMEY D. YOUNG, Assistant Professor of Chemical and Biomolecular Engineering; Assistant Professor of Molecular Physiology and Biophysics B.S. (Kentucky, Lexington 1999); Ph.D. (Purdue 2005) [2008]

LISA R. YOUNG, Associate Professor of Pediatrics; Associate Professor of Medicine; Associate Professor of Cell and Developmental Biology B.A. (Virginia 1993); M.D. (Duke 1997) [2011]

PAMPEE PAUL YOUNG, Associate Professor of Pathology, Microbiology, and Immunology; Associate Professor of Medicine B.A. (Rice 1990); Ph.D., M.D. (Texas, Southwestern Medical 1996, 1998) [2003]

RUTH T. YOUNG, Assistant Professor of Clinical Medicine B.A. (Duke 1972); M.A. (Minnesota 1974); M.D. (Tennessee, Memphis 1977); M.H.A. (Vanderbilt 2009) [1995]

CHANG YU, Associate Professor of Biostatistics B.S. (University of Science and Technology of China, Hefei 1990); M.S. (Southern Maine 1993); M.S. (Minnesota 1995); Ph.D. (Yale 1998) [2004]

ERIN N.Z. YU, Assistant Professor of Pathology, Microbiology, and Immunology B.S. (West Virginia 2002); D.V.M. (Ohio State 2006) [2008]

HONG YU, Assistant Professor of Neurological Surgery A.B. (Harvard 1998); M.D. (Vanderbilt 2002) [2013]

MI YU, Assistant Clinical Professor of Psychiatry M.D. (Shanghai Medical [China] 1987); Ph.D. (Missouri 1996) [2010]

XIUPING YU, Research Assistant Professor of Urologic Surgery B.Sc. (Nankai [China] 1991); M.Sc., Ph.D. (Dalian Medical [China] 1994, 2000) [2008]

MASATO YUASA, Research Assistant Professor of Orthopaedic Surgery and Rehabilitation M.D. (Tokyo Medical and Dental [Japan] 2003) [2011]

AMANDA C. YUNKER, Assistant Professor of Obstetrics and Gynecology B.S. (Texas Christian 1999); D.O. (North Texas 2004); M.S. (North Carolina 2010) [2010]

LIVIU ANDREI ZAHA, Assistant Professor of Clinical Medicine M.D. (University of Medicine and Pharmacy Carol Davila [Romania] 2004) [2013]

SYEDA SADIA ZAIDI, Assistant Professor of Medicine M.B.B.S. (Dow Medical [Pakistan] 2002) [2012]

ALEXANDER ZAIKA, Associate Professor of Surgery B.S., M.S. (Saint Petersburg State Technical [Russia] 1983, 1986); Ph.D. (Mendeleev University of Chemical Technology [Russia] 1995) [2005]

OLAMIDE ZAKA, Assistant Professor of Clinical Medicine B.S. (Georgia 2006); M.D. (Wisconsin 2010) [2013]

DAVID HAROLD ZALD, Professor of Psychology; Professor of Psychiatry B.A. (Michigan 1989); Ph.D. (Minnesota 1997) [2000]

RICHARD M. ZANER, Professor of Medicine (Medical Ethics), Emeritus B.S. (Houston 1957); M.A., Ph.D. (New School for Social Research 1959, 1961) [1981]

MARIJA ZANIC, Assistant Professor of Cell and Developmental Biology M.S. ( 1998); Ph.D. (Texas 2007) [2014]

EDWARD Y. ZAVALA, Transplant Center Administrator; Research Associate Professor of Surgery; Adjunct Professor of Management B.S. (San Diego State 1978); M.B.A. (Phoenix, San Diego 1992) [2003]

ANDREY I. ZAVALIN, Research Assistant Professor of Biochemistry B.S., Ph.D. (Moscow Engineering Physics Institute [Russia] 1982, 1990) [2003]


DAVID L. ZEALEAR, Professor of Otolaryngology B.S. (California, Davis 1970); Ph.D. (California, San Francisco 1979) [1986]

ROY ZENT, Thomas F. Frist, Sr. Chair in Medicine; Professor of Medicine; Professor of Cell and Developmental Biology; Professor of Cancer Biology M.B.B.Ch. (Witwatersrand [South Africa] 1984); M.Med. (Cape Town [South Africa] 1992); Ph.D. (Toronto [Canada] 1997) [2000]

BEN ZHANG, Research Assistant Professor of Medicine M.D. (West China University of Medical Sciences 1999); M.P.H., Ph.D. (Sichuan [China] 2007, 2007) [2013]

BING ZHANG, Associate Professor of Biomedical Informatics B.S., M.S. (Nanjing [China] 1993, 1996); Ph.D. (Shanghai Institute of Plant Physiology and Ecology [China] 2000) [2006]

QI ZHANG, Assistant Professor of Pharmacology B.S. (Fudan [China] 1997); Ph.D. (Pennsylvania 2004) [2010]

XIANGLAN ZHANG, Assistant Professor of Medicine M.D. (Zhejiang Medical [China] 1989); M.P.H. (Vanderbilt 2003) [2005]

ZHONGMING ZHAO, Ingram Associate Professor of Cancer Research; Associate Professor of Biomedical Informatics; Associate Professor of Cancer Biology; Associate Professor of Psychiatry B.S. (Zhejiang [China] 1991); M.S. (Peking [China] 1996); Ph.D. (Texas, Houston 2000); M.S. (Houston 2002) [2009]

WEI ZHENG, Professor of Medicine; Director, Vanderbilt Epidemiology Center; Chief, Division of Epidemiology M.D., M.P.H. (Shanghai Medical [China] 1983, 1986); Ph.D. (Johns Hopkins 1992) [2000]

TAO PETER ZHONG, Adjunct Associate Professor of Medicine B.S. (Fudan [China] 1987); Ph.D. (Stony Brook 1995) [2001]

CHENGWEN ZHOU, Research Assistant Professor of Neurology B.S. (Southwest China Normal 1993); M.S. (Chinese Academy of Sciences 1996); Ph.D. (Alabama, Birmingham 2004) [2012]

JING ZHOU, Research Assistant Professor of Pathology, Microbiology, and Immunology B.S. (Ocean [China] 1982); M.S., Ph.D. (Chinese Academy of Sciences 1982, 1986) [1994]

JING ZHU, Research Instructor in Surgery M.B., M.Med. (Harbin Medical [China] 2005, 2007); Ph.D. (University of Electronic Science and Technology 2010) [2014]

YUWEI ZHU, Senior Associate in Biostatistics M.D. (Shanghai Medical [China] 1993); M.S. (Texas, Houston 1998) [2004]

JOHN A. ZIC, Associate Dean for Medical School Admissions; Associate Professor of Medicine B.S. (Notre Dame 1987); M.D. (Vanderbilt 1991) [1995]

ANDRIES ZIJLSTRA, Assistant Professor of Pathology, Microbiology, and Immunology; Assistant Professor of Cancer Biology B.S., Ph.D. (Washington State 1993, 1998) [2006]

CARL W. ZIMMERMAN, Frances and John C. Burch Chair in Obstetrics and Gynecology; Professor of Obstetrics and Gynecology B.S. (Peabody 1969); M.D. (Tennessee, Memphis 1972) [1978]

LISA ZIMMERMAN, Research Associate Professor of Biochemistry B.A. (Wilkes 1993); M.S., Ph.D. (Vanderbilt 1995, 1998) [2003]

PING ZOU, Research Instructor in Molecular Physiology and Biophysics M.D. (Henan [China] 1998); Ph.D. (Beijing [China] 2003) [2013]

MARY M. ZUTTER, Assistant Vice-Chancellor for Integrative Diagnostics at Vanderbilt University Medical Center; Louise B. McGavock Chair; Professor of Pathology, Microbiology, and Immunology; Professor of Cancer Biology B.S. (Newcomb 1976); M.D. (Tulane 1981) [2003]

JEFFREY P. ZWERNER, Assistant Professor of Medicine B.A. (Washington University 1995); Ph.D. (Alabama, Huntsville 2002); M.D. (Alabama, Birmingham 2004) [2010]

LAURENCE J. ZWIEBEL, Cornelius Vanderbilt Chair in Biological Sciences; Professor of Biological Sciences; Professor of Pharmacology B.S. (Stony Brook 1980); M.S. (Michigan 1982); Ph.D. (Brandeis 1992) [1998]


Academic policies 40, 56Academic program 40Accreditation, university 17Activities and recreation fees 60, 67Activities, extracurricular 24, 41Address change 18Administration, Medical Center 8Administration, School of Medicine 10Administration, university 6Admission, School of Medicine 33Advisers 42, 43, 45Affiliated facilities 16Alpha Omega Alpha 58Alternative transportation 20Anatomy courses 68Anesthesiology courses 68Annual security report 19, 24Appeals, dismissal 54Application procedure 33Athletic facilities 24Attendance policy 40Au.D. 36, 54, 66Audiology courses 101Audiology, Doctor of 36, 54, 66Awards 58

Barnes & Noble at Vanderbilt 18Behavior, standards of 27Better Health, Vanderbilt Center for 15Bicycle registration 20Bill Wilkerson Center 15Biochemistry courses 68Biomedical Informatics courses 69Black Cultural Center, Bishop Joseph Johnson 19Board of Trust, Medical Center Affairs Committee 7Board of Trust, university 5By laws, honor constitution 26

Calendar 4Campus Security Report 19, 24Cancer Biology courses 69Cancer Center, Vanderbilt-Ingram 13Career Center—See Center for Student Professional DevelopmentCell and Developmental Biology courses 69Center for Student Professional Development 20Change of address 18Chaplain 20Child and Family Center 23Child Care Center 23Children’s Hospital 13Class day awards 58Clinic, The Vanderbilt 13Clinical investigation courses 99Clinician assessments of student performance 42Colleges, The 44, 45Commencement 43, 51, 57Committees, university 8Committees, standing, School of Medicine 10Commodore Card 18Competencies for learners 29Computer resources (ITS) 16Conduct expectations 42Confidentiality of student records 19, 22Continuing medical education 32Core clinical curriculum 47, 50

Counseling services 20, 44Courses of study 68Crime alerts 24

Dayani Center for Health and Wellness, Vanderbilt 15Degree and promotions requirements, doctor of medicine 40, 45, 47, 49Degrees offered, university 16Diabetes Center, Vanderbilt 14Diagnostic radiology courses 105Dining services 18Directory listings 23Disabilities, services for students with 21Disability insurance 60Dismissal 53Doctor of Audiology (Au.D.) 36, 54, 66Doctor of Medical Physics (D.M.P.) 37, 56, 66Doctor of Medicine 33, 40Dual-degree programs 34, 35Duty hours, medical student 41

Eating on campus 18Education records 19, 22Educational and assistance programs, police department 24Education of the deaf courses 102Emergency Medicine courses 69Emergency phones 23Entrance recommendations 33Entrance requirements 33Equal Opportunity, Affirmative Action, and Disability Services (EAD) 2, 21, 28Equity in Athletics Disclosure Act Report 19Escort service (Vandy Vans) 23Eskind Biomedical Library 16Executive faculty, School of Medicine 10Expectations for conduct 42Experiential Learning and Assessment, Center for (CELA) 31Extracurricular activities 24, 41Extracurricular work 41

Facilities of the Medical Center 13Faculty 109Fees 60, 66FERPA 19, 22Financial assistance 18, 35, 61, 67Financial clearance 60, 67Financial information 18, 35, 60, 66FMK and FCC promotions meetings 53Founder’s Medal 58Frist Nursing Informatics Center 15Frist, Patricia Champion, Hall 15

Global health courses 77Godchaux, Mary Ragland, Hall 14Grading and promotions, other degrees 56Grading policy, doctor of medicine 41Grading scales 41Graduate Development Network 22Graduate medical education 31Graduate programs in hearing and speech sciences 36, 54Graduate programs in medical physics 37, 56, 66Graduate Student Council 18Graduation rates 19Grievances, student, concerning grades 23, 42

Health center, student 21Health professions education courses 100

Index

185

Hearing and Speech Sciences 36, 54Heart and Vascular Institute, Vanderbilt 15History, School of Medicine 32History, university 16Honor code 25Honor Council, Constitution 25Honor system 25Honors and awards 58Hospital, Monroe Carell Jr. Children’s 13Hospital, Psychiatric 13Hospital, Vanderbilt Stallworth Rehabilitation 13Hospital, Vanderbilt University 13Hospitalization insurance 21, 61Housing 18Human Development, Vanderbilt Kennedy Center for Research on 14

Identification card (Commodore Card) 18Immunization requirements 21Information Technology Services 16Insurance, disability 60Insurance, family coverage 21Insurance, hospitalization 21, 61Insurance, international students 21, 60, 62Insurance, liability 60Interdisciplinary studies courses 70International Student and Scholar Services 18International students 21, 23, 39

Jewish Life, Schulman Center for 20Johnson, Bishop Joseph, Black Cultural Center 19

Kennedy Center 14

Laboratory investigation courses 104Late payment of fees 60, 67Learning community 47Leaves of absence 41, 57LGBTQI Life, Office of 20Liability insurance for students 60Library, Annette and Irwin Eskind Biomedical (EBL) 16Library, Jean and Alexander Heard 15Licensing examination 40Life at Vanderbilt 18Light, Rudolph A., Hall 14, 32Longitudinal requirements 47, 49

Master of Education of the Deaf (M.D.E.) 36, 55Master of Health Professions Education (M.H.P.E.) 38, 55, 66Master of Laboratory Investigation (M.L.I.) 37, 55, 66Master of Public Health (M.P.H.) 37, 55, 66Master of Science in Clinical Investigation (M.S.C.I.) 38, 55, 66Master of Science in Medical Physics (M.S.M.P.) 37, 56, 66Master of Science (Speech-Language Pathology) (S.L.P.) 37, 54, 66M.D./J.D. 35M.D./M.A. in Medicine, Health, and Society 36M.D./MBA 36M.D./M.Div. 35M.D./M.Ed. 35M.D./M.P.H. 36M.D./M.S. in Biomedical Engineering 35M.D./M.S. in Biomedical Informatics 35M.D./M.S. in Computer Science 35M.D./M.T.S. 35M.D./Ph.D. 34M.D.E. 36, 55Medical Center Affairs Committee 7Medical Center North 14Medical Center Overview 13Medical College Admission Test 33Medical education 25

Medical education and administration courses 78Medical licensing examination 40Medical physics courses 105Medical Research Building III 14Medical Research Building IV 14Medical Research Building, Ann and Roscoe Robinson 14Medical Research Building, Frances Preston 14Medical scientist scholarship programs 35Medical Scientist Training Program (MSTP) 34Medical student duty hours 41Medical student performance evaluation 45Medicine courses 78Meharry medical students 39Meharry-Vanderbilt Alliance 16M.H.P.E. 38, 55, 66Microbiology and immunology courses 84Mission statement, School of Medicine 25M.L.I. 37, 55, 66Monroe Carell Jr. Children’s Hospital at Vanderbilt 13M.P.H. 37, 55, 66M.S.C.I. 38, 55, 66M.S.M.P. 37, 56, 66

Named and distinguished professors 121Neurology courses 84Nondiscrimination statement 2Non-medical studies 85

Obstetrics and gynecology courses 85Ophthalmology and visual sciences courses 86Orthopaedic surgery and rehabilitation courses 87Osteopathic students 39Otolaryngology courses 87

Parking and vehicle registration 20Pathology courses 89Pediatric medicine courses 89Pharmacology courses 92Phase-specific requirements 47, 50, 51Physical medicine and rehabilitation courses 92Physiology courses 93Police Department, Vanderbilt University 23Portfolio coaches 44Post-residency clinical fellowships 31Preston, Frances, Medical Research Building 14Preventive medicine courses 92Probation 47, 49, 53Professional doctoral degree in audiology 36, 54, 66Professional liability insurance 60Progress and promotion, medical student 45, 46, 47, 48, 49, 51, 53Project Safe 20Progress meetings 52Progress reviews 52Promotion, other degrees 56Psychiatric hospital 13Psychiatry courses 93Psychological and Counseling Center 20, 44Public health courses 106

Radiation oncology courses 95Radiology courses 94, 107Recreation and sports 24Recreation Center 24Recreation fee 60, 66Refunds of tuition 60, 67Registration for degrees other than M.D. 56Rehabilitation hospital 13Religious life 20Requirements for the M.D. 40, 45, 47, 49Research Development and Scholarship, Center for (CRDS) 15

School of Medicine / index


Residency training 31Robinson, Ann and Roscoe, Medical Research Building 14

Sarratt Student Center 24Scholarships 61Schulman Center for Jewish Life 20Security alerts 24Security, campus (Police Department) 23Security reports 19, 24Selection factors, entrance 33Sexual harassment 27Single degree programs, other 36Speech-language pathology courses 103Sports and recreation 24Stallworth Rehabilitation Hospital 13Standards of behavior 27Standing committees, university 8Standing committees, School of Medicine 10Student actions 57Student government 18Student Health Center 21Student health insurance 21, 61Student health service fee 61, 67Student Life Center 24Student Professional Development, Center for 20Student records, confidentiality of 19, 22Student support programs 43Surgery courses 96Surgical Sciences, Section of 96Suspension 54

Teacher/learner compact 28Therapeutic radiology courses 105Transcripts 61, 66Transfer students 34Transplant Center 15Tuition and fees 60, 66

University, general information 16, 19United States Medical Licensing Examination 40

Vanderbilt Bill Wilkerson Center for Otolaryngology and Communication Sciences 15

Vanderbilt Center for Better Health 15Vanderbilt Child and Family Center 21Vanderbilt Children’s Hospital 13Vanderbilt Clinic, The 13Vanderbilt Dayani Center for Health and Wellness 15Vanderbilt Diabetes Center 14Vanderbilt directory listings 23Vanderbilt Health 100 Oaks 14Vanderbilt Health Williamson County 14Vanderbilt Heart and Vascular Institute 15Vanderbilt-Ingram Cancer Center 13Vanderbilt Kennedy Center for Research on Human Development 14Vanderbilt Psychiatric Hospital 13Vanderbilt Recreation and Wellness Center 24Vanderbilt Stallworth Rehabilitation Hospital 13Vanderbilt Transplant Center 15Vanderbilt University Hospital 13Vanderbilt University Police Department 23Vandy Vans 23Vehicle registration 20Verification fee 61, 67Veterans Administration Medical Center 16Visiting medical students 38

Wilkerson, Bill, Center for Otolaryngology and Communication Sciences 15Withdrawal from the School of Medicine 47Withdrawal from the university 57Women’s Center, Margaret Cuninggim 19

School of Medicine Catalog

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